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On establishing coreference in Left Dislocation constructions
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In: Stellenbosch Papers in Linguistics Plus, Vol 50, Iss 0, Pp 47-63 (2016) (2016)
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| 2 |
Reflexives and reflexive constructions in Afrikaans
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In: Stellenbosch Papers in Linguistics Plus, Vol 47, Iss 0, Pp 99-127 (2015) (2015)
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| 3 |
Obligatory reflexivity in a Minimalist grammar of Afrikaans
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In: Stellenbosch Papers in Linguistics Plus, Vol 42, Iss 0, Pp 205-241 (2013) (2013)
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| 4 |
Linguistic theory and second language acquisition: How not to lose sight of the wood for the trees
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In: Stellenbosch Papers in Linguistics; Vol 28 (1994) ; 2223-9936 ; 1027-3417 (2012)
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| 5 |
The final nie in Afrikaans negative sentences
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In: Stellenbosch Papers in Linguistics; Vol 31 (1998) ; 2223-9936 ; 1027-3417 (2012)
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| 6 |
Meaning-focused vs Form-focused L2 Instruction: Implications for Writing Educational Materials for
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In: Stellenbosch Papers in Linguistics; Vol 36 (2005) ; 2223-9936 ; 1027-3417 (2011)
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| 7 |
Die struktuur van die linker-sinsgrens in Afrikaans
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In: Stellenbosch Papers in Linguistics Plus, Vol 37, Iss 0, Pp 1-68 (2009) (2009)
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| 8 |
On accounting for problems demonstrated by children with SLI in the interpretation and production of passive construction
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In: Stellenbosch Papers in Linguistics Plus, Vol 36, Iss 0, Pp 105-117 (2008) (2008)
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| 9 |
Verpligte koreferensie in Afrikaans: 'n Minimalistiese verkenning
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In: Stellenbosch Papers in Linguistics Plus, Vol 35, Iss 0, Pp 87-144 (2007) (2007)
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| 11 |
Meaning-focused vs form-focused L2 instruction : implications for writing educational materials for South African learners of English
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In: Stellenbosch Papers in Linguistics, Vol 36, Iss 0, Pp 59-84 (2005) (2005)
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Abstract:
In a report on the Third International Mathematics and Science Repeat Study (Human Sciences Research Council 2000), conducted in 1998/1999 to measure school learners' proficiency in mathematics and science, it was stated that South African learners achieved the lowest results of the 38 countries that took part. One reason cited for this was that the majority of South African learners were not fluent in English, the language of the test, and thus struggled to understand the questions and to communicate their ideas clearly. Significantly, however, learners from other participating countries, such as Malaysia and Singapore, who also face the challenge of having to learn in a second language (L2), performed comparatively well. Yet, unlike these countries, which have one common language in which all learners receive their instruction, the South African language policy of "additive multilingualism" (National Department of Education 2002) dictates that learners learn their home language and at least one additional official language. This could be English, or one of the other ten official South African languages.
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Keyword:
African languages and literature; english language; Language and Literature; language arts; P; P1-1091; Philology. Linguistics; PL8000-8844; second language acquisition; south african literature; study and teaching
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URL: https://doi.org/10.5774/36-0-13
https://doaj.org/article/6c09253aacce405d9d357864426f0165
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| 13 |
Minimalisme en woorordevariasie in Afrikaanse vraagsinne
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In: Stellenbosch Papers in Linguistics Plus, Vol 29, Iss 0, Pp 71-98 (1996) (1996)
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