Abstract
In South Africa a shift is taking place towards inclusive education that emphasises a diversification in learning and teaching possibilities. One such an example is the inclusion of blended learning models in course design, as well as the use of technological aids in classrooms. This can be beneficial for both the language lecturer and the student, as it leads to higher levels of autonomy among students; it allows space for distance or online learning and it creates a variety of learning and teaching possibilities for students with physical disabilities such as deafness. This shift towards blended learning can be discussed as it relates to Afrikaans language acquisition in South Africa.
The first research question that I aim to answer is the following: How can the affordance theory be implemented within an Afrikaans second language acquisition course for students who are deaf? In order to answer this research question, a literary review on linguistic, educational, technological and language affordances is undertaken. The second research question is: How can affordances be used effectively in blended learning courses for Afrikaans second language acquisition? In this regard, a course structure is designed that focuses on teaching and learning affordances, blended learning and Task-based Language Learning and Teaching.
The design of an effective blended language learning model can be challenging for both the language researcher and the educator. One such a challenge is the lack of relevant studies associated with Afrikaans language acquisition courses and the affordance theory. Although a variety of academic studies have been completed that relate to English as the target language, very few pertain to Afrikaans language acquisition and affordances. Another research area that seems to be lacking is the affordance theory and blended learning models for students with disabilities such as deafness. Lastly, the link between blended learning and task-based language learning or TBLT is decidedly less prevalent. The way in which blended learning would possibly be incorporated in TBLT-frameworks is vague, as task-based instruction usually has a set structure to each lesson (namely pre-task, task and task focus), whereas blended learning allows for fluidity and adaption in class environments.
The term affordance was first coined by Gibson (1977) from an ecological perspective. He defined it as “what it offers the animal, what it provides or furnishes, either for good or ill”. Matei (2020:3) defines it as “what the world around us ‘affords’ us to do with it […] as we live in the physical world, we acquire perceptions of how to use the objects and features of that world”. The affordance theory thus infers that the user gains an understanding of objects by viewing the characteristics thereof. Furthermore, the user deduces its potential uses by viewing the object. In educational research, affordance theory often pertains to potential benefits or outcomes of implementing a specific course design, lesson plan, task or learning aid. Affordances are thus seen either as potential opportunities for teaching and learning or possible hindrances to the learning process, depending on the researchers’ definition thereof.
Aronin and Singleton (2010:311) draw the distinction between social language affordances and individual language affordances. In this regard, social language affordances refer to those characteristics of an object or environment that allow for social interaction or action. Aronin and Singleton (2007:3018) write as follows: “Affordances offered by a particular community (e.g. world, country, family) at a specific time which relates to licensing the use and acquisition of a language or languages.” Individual language affordances refer to specific affordances whereby individuals use language. Examples of this include the level of language proficiency, motivational factors as well as cognitive and emotional personality traits in students. Aronin and Singleton (2007:86) add the following basic definition: “Affordances through the realization of which an individual can interact with/make use of a language or languages.”
In this study on which this article is based, I aim to create a blended language learning model for deaf language learners of Afrikaans. The blended language learning model relies on Gibson’s (1977) theory of affordances in designing an effective blended language learning course 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, after a thorough literary review has been completed. The goal of this study is to combine blended learning and language acquisition by using the TBLT framework and the affordance theory as starting points.
The study is qualitative by nature and follows a descriptive research methodology. The study provides a thorough literary review on affordance theory, TBLT and blended learning. 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 model is designed from this theoretical knowledge gained. An example of such a lesson is also included in the article.
My findings suggest that affordance theory is an appropriate theoretical framework from which to design an Afrikaans language acquisition course for deaf language learners as it provides opportunities to develop speech, listening, reading, and writing skills in the target language, namely Afrikaans. This statement is also supported by the design of the blended language learning course structure.
Keywords: affordance theory; Afrikaans language acquisition; blended learning; curriculum design; deafness studies; second language
- This article’s featured image was created by Tom Rogerson and obtained from Unsplash.