In South Africa a shift is taking place towards inclusive education that emphasises a diversification in learning and teaching possibilities. One such example is the inclusion of blended learning models in course design, as well as the use of technological aids in classrooms.

In this study I aimed to create a blended language learning program for deaf language learners of Afrikaans. The blended language learning program relies on Gibson's (1977) theory of affordances in designing an effective blended language learning program that is relevant to the needs of deaf language learners. I also use the task-based approach in the practical design of lessons and structures. The goal of this study is to combine blended learning and language acquisition by using the task based language learning framework and affordance theory as starting points.

The research is qualitative by nature and follows a descriptive research methodology. It aims to define affordances in Afrikaans language acquisition settings by looking at a variety of contributing factors such as technology, education, and language learning models. The blended language learning program is thus designed from this theoretical knowledge gained.

My findings suggest that affordance theory is an appropriate theoretical framework from which to design an Afrikaans second language course for deaf language learners as it provides opportunities to develop listening, reading, and writing skills in the target language, namely Afrikaans. This statement is also supported by the design of the blended language learning program.

Authors:
Marthie de Waal, Cape Peninsula University of Technology, South Africa

About the Presenter(s)
Dr Marthie Isabelle de Waal is interested in language acquisition, affordance theory, task-based language teaching and deaf language studies in South Africa. Dr. de Waal recently completed an study on the use of affordances in language teaching.

See this presentation on the full schedule – Wednesday Schedule

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