who are probing new avenues to facilitate their task of leading students into the challenges of the new world more appropriately.

The Language Arts Project in Kenya is currently testing the feasibility of using radio intensively to serve as the major medium of English instruction in the formal classroom setting. The project, now in its third and final year of lesson development and experimentation, is evaluating the effectiveness of radio in teaching English to children in the first three primary grades. The thirty-minute, daily broacasts are part of the normal school curriculum. Preliminary results show substantial achievement gains by the radio students and strong support from school personnel. The project demonstrates that carefully designed, written, and produced radio lessons, aided by human interaction fostered by a teacher or other guide, can be an effective alternative to more complex and more costly techniques. In Kenia word die uitvoerbaarheid daarvan om die radio intensief te gebruik as die belangrikste medium by die onderrig van Engels in die formele klassituasie, getoets deur projek Radio Language Arts. Die projek, wat tans in sy derde en finale jaar van lesontwikkeling en eksperimentasie verkeer, evalueer die doeltreffendheid van die radio in Engels-onderrig aan kinders in die eerste drie jaar van die primere skool. Die halfuur lange, daaglikse uitsendings vorm deel van die norm ale kurrikulum. Voorlopige resultate vertoon aansienlike winste in die prestasies van radio-leerlinge en 'n sterk aanhang deur personeel. Die projek demonstreer dat noukeurig ontwerpte, geskrewe en uitgevoerde radio-lesse, ondersteun deur menslike interaksie in die vorm van 'n onderwyser of gids, 'n doeltreffende alternatief kan wees vir meer ingewikkelde en duur metodes.

In a multilingual society such as ours, all teachers play an integral part in the language acquisition of the learners from pre-school level right up to matric. Teaching content subjects in the mother tongue of the learner is of great importance in his/her acquisition of other languages, especially majority or high-status languages. In the wider society, there is a need for language workers, particularly in urban areas where there is a great diversity of languages. The implication is that changes will have to take place in the curricula of schools and tertiary education institutions. The starting point, however, should be the early years of schooling. More people should be enabled to speak indigenous languages and all people should be able to pursue education in their Ll. Teachers who are currently employed could do in-service training to cope with new demands and to enable them to understand the importance of multilingualism. Parallel medium schools and language centres, such as Australia is using, would go a long way towards giving all language groups equal opportunities. In 'n veeltalige samelewing soos ons s'n speel alle onderwysers 'n integrale deel in leerders se taalverwerwing, van die voorskoolse vlak tot by matriek Die onderrig van inhoudsvakke in die leerder se moedertaal is van groot belang in sylhaar aanleer van ander tale, vera/ die hooftale of tale met 'n hoe status. Daar bestaan 'n behoefte aan taalwerkers in die breer samelewing, vera/ in stedelike gebiede waar groot taaldiversiteit bestaan. Die implikasie is dat daar veranderinge in die kurrikula van skole en inrigtings vir tersiere opvoeding moet kom. Die beginpunt moet egter die vroee skooljare wees. Meer mense moet in staat gestel word om inheemse tale te praat, en alle mense moet daartoe in staat wees om hulle opvoeding in hul moedertaal voort te sit. Opvoeders wat tans in diens is, kan indiens-opleiding ontvang ten einde die nuwe eise die hoof te bied en om hulle in staat te stel om die belang van veeltaligheid te begryp. Parallelmediumskole en taalsentra, soos die in Australie, kan heelwat doen om aan alle taalgroepe gelyke geleenthede te hied.

use oflanguage forms.Used in conjunction with story-telling and roleplay, realia contextualise a grammar lesson and facilitate memory and learning.Also discussed and demonstrated is the use of graphics (charts, tables, schedules) as a means of focusing the communicative practice of grammatical structures.The final section of the book deals with the integration of techniques and resources, and covers the use of songs, verse, games, problem-solving and text-based activities.This combination of technique and resource is particularly useful for matching structure and discourse in context, and can be used in all phases of a grammar lesson.Mini-grammar lessons are also suggested for remedial purposes.This book presents a convincing argument for the study of grammar to help L2 learners perceive the relationship between grammatical structures on the one hand, and discourse pragmatics, semantics, and the social function of language on the other.Having provided a clear rationale for their approach, the authors proceed to demonstrate useful techniques for making grammar accessible to the student, using easily obtainable resources.Most chapters are filled with usable exercises and activities (e.g.cloze tests) for teaching specific aspects of grammar such as tenses, wh-questions, relative clauses, and logical connectors.This book makes for stimulating reading.It is clearly and logically sub-divided, very readable and always relevant.It is essential in this time of communicative language teaching that we do not lose our perspective of the role that grammar plays in language learning.This publication will help to re-focus attention on important issues, and, at the same time, be of great practical value to the L2 teacher.

This paper suggests that language teachers who use the suggestopedic method should write their own texts that comply with suggestopedic principles. This is imperative because of the lack of material that can be acquired and used in such courses. Writing their own scripts also enables teachers to identify with their materials and brings much reward and personal growth. Guidelines for the writing and setting up of these texts are provided The text should embody the philosophic and didactic .framework of suggestopedia. It should also be presented as a didactic play wherein the language components to be learned are presented in the form of new scenes in a continuous drama text. Traditional beliefs about level of complexity of the language suitable for beginners' courses are considered unfounded Suggestopedic scripts therefore contain complex, 'reallife' language .from the outset, starting with the language needed to make contact with native target language speakers. The main guideline for the organisation and structuring of the text is that it should mirror authentic communicative situations. The paper therefore argues that suggestopedic scripts should be written according to the lists of language jUnctions (or speech acts) and topic areas required for the so-called 'threshold level' of language competence. The paper concludes with examples .from a German and a Zulu text to illustrate the didactic and structural principles and guidelines that were outlined in the article.Die artikel voer aan dat taalonderwysers wat die suggestopediese metode gebruik, self tekste behoort te skryf wat strook met die suggestopediese beginsels. Die gebrek aan geskikte materiaal op die mark noodsaak hulle om dit te doen. Wanneer onderwysers hulle eie tekste skryj beteken dit egter ook dat hulle met die onderrigmateriaal kan identifiseer. Dit kan professioneellonend wees en persoonlike groei teweeg bring. Riglyne vir die skryf en ontwerp van sulke tekste word verskaf Die teks behoort in die jilosojiese en didaktiese raamwerk van suggestopedia in te pas. Dit behoort as 'n didaktiese toneelstuk aangebied te word; die taal-eksponente wat aangeleer moet word, word telkens via nuwe tonele van 'n deurlopende dramateks voorgestel. Tradisionele aannames oor die vlak van kompleksiteit van die taal wat vir beginnerskursusse geskik is, word as ongeldig beskou. Suggestopediese tekste bevat dus van die begin af komplekse taal soos dit in die werklike lewe gebruik word, beginnende by die taal wat benodig word om met moedertaalsprekers in die teikentaal kontak te maak. Die belangrikste riglyn vir die organisasie en die strukturering van die teks is dat dit outentieke kommunikatiewe situasies moet weerspieel. Die artikel stel dus voor dat suggestopediese tekste geskryf word ooreenkomstig die lyste van spreekhandelinge en a,nderwerpe wat vir die sogenaamde 'drumpelvlak' van taalvaardigheid geidentifiseer is. Ter afsluiting van die artikel word die voorgestelde didaktiese en str~kturele beginsels en riglyne aan die hand van 'n Duitse en 'n Zoeloe teks nader toegelig.

This paper deals with the acquisition of the lexicon of a foreign language by adult learners. The first part of the paper offers a brief overview of research on vocabulary learning and teaching; it also touches on the needs of adult language learners and the controversial question of whether vocabulary should be taught explicitly or not. The second part of the paper discusses relevant insights from cognitive psychology and language awareness studies. In conclusion, some suggestions are made on how language learning materials could be structured to promote effective lexical acquisition. / Hierdie artikel handel oar die verwerwing van die woordeskat van 'n vreemde taal deur volwasse leerders. Die eerste deel bied 'n bree oorsig oar navorsing oar die aanleer en onderrig van woordeskat; dit verwys oak na die behoeftes van volwasse leerders en die omstrede vraag of woordeskqt eksplisiet onderrig moet word of nie. Die tweede deel bespreek relevante insigte verkry uit kognitiewe sielkun(ie en taalbewustheidstudies. Ten slotte word voorstelle gemaak oar hoe taalverwerwingsmateriaal gestruktureer kan word am effektiewe woordeskatverwerwing te bevorder

The issue of which English should be privileged in South Africa has been hotly debated This article argues against the binary thinking that has fuelled this debate. It contends that standard English should be taught since it is the proper or appropriate choice in particular contexts. Competence in standard English would extend and enhance learners' repertoires. However, unless the richly textured variety of "other" Englishes is accommodated in the classroom, there is a strong danger of what Phillipson (1992) terms linguicism. The article argues that a possible means of exploring the richly textured varieties in use in South Africa would be to focus on the choice of accent in radio advertisements. Some suggestions are outlined as to how a critical awareness of the persuasive effict of particular accents in particular contexts can be developed Finally, a plea is made for stylistic experimentation to be honoured in South African classrooms as a further means of exploring the language resources in South Africa. Die debat random die soort Engels wat in Suid-Afrika bevoordeel behoort te word is nog steeds aan die gang. In hierdie artikel word daar aangevoer dat dit die gevolg is van die binere denke oor hierdie saak Daar word beweer dat Standaard-Engels onderrig behoort te word aangesien dit die maak van 'n korrekte of geskikte keuse in bepaalde kontekste behels. Vaardigheid in Standaard-Engels salleerders se repertoire uitbrei en versterk Dit beteken egter nie dat die ryk tekstuurverskeidenheid van die "ander" soorte Engels in die k/askamer buite rekening gelaat mag word nie. Indien dit sou gebeur, bestaan die gevaar van wat Phil/ipson (1992) "linguisisme" noem. Volgens die artikel is die bestudering van radioadvertensies, met die fokus op die keuse van k/em, 'n moontlike manier om die ryk tekstuurverskeidenheid van Engels wat in Suid-Afrika gebruik word te ondersoek Bepaalde voorstelle word aan die hand gedoen oor hoe 'n kritiese bewustheid ontwikkel kan word ten opsigte van die vasstelling van die oorredende uitwerking wat 'n bepaalde aksentuering binne bepaalde kontekste kan he. Ten s/otte word 'n pleidooi gelewer ten gunste van eksperimentasie met sty/ in Suid-Afrikaanse k/askamers as 'n verdere wyse waarop bronne vir taal in Suid-Afrika ondersoek kan word

The author discusses possible criteria for assessing foreign-language journals and comments on the difficulties which arise. He dedicates the article to John Trim, former Director of the Centre for Information on Language and Research (CILT), and pays tribute to their quarterly abstracting journal, LANGUAGE TEACHING, which over the past 18 years has been assessing international foreign-language journals. He makes a critical assessment of the method used by CILT and by means of a number of tables he elucidates the criteria used in ranking the journals, their authors, and their countries of origin. Die skrywer bespreek moontlike kriteria wat gebruik kan word vir die evaluering van vreemde taal-joernale en !ewer kommentaar op probleme wat opduik Hy dra die artikel op aan John Trim, voormalige Direkteur van die Centre for Information on Language and Research (CILT) en bring hulde aan hulle kwartaallikse abstrakte-joernaal, LANGUAGE TEACHING, wat die afgelope 18 jaar reeds internasionale vreemde taal-joernale evalueer. Hy bespreek metodes wat CILT gebruik krities en met behulp van 'n aantal tabelle verklaar hy die kriteria wat gebruik word om joernale, hulle outeurs en die lande van oorsprong te rangskik

This paper tries to find an answer to the question of whether the microcomputer could be put to meaningful .Jse in the teaching of writing techniques to students. Attention is drawn to the fact that microcomputers are text orientated and as such, suitable for writing. Various reasons for this phenomenon are put forward. Microcomputers as well as programmes have become consumer friendly in recent times. This enhances the usefulness of the micro for the teaching of writing. At present, different writing projects are being carried out in the USA. Although scientifically founded results are as yet not readily available, there are indications that students react favourably to this new method of writing instruction. Various writing instructors have warned against the dangers of taking the new approach by storm. In this paper their misgivings are discussed. Hierdie artikel bespreek die vraag of mikrorekenaars sinvol gebruik kan word vir die onderrig van skryftegnieke aan studente. Daar word gewys op die feit dat mikrorekenaars teksgeorienteerd is en dus geskik is vir skryfwerk. Verskeie redes word hiervoor aangegee. Mikrorekenaars sowel as programme het gebruikersvriendelik geword in die jongste tyd. Dit verhoog die bruikbaarheid van die mikro vir skryfonderrig. Verskeie skryfprojekte is tans in die VSA aan die gang. Alhoewel wetenskaplik gefundeerde resultate nog nie geredelik beskikbaar is nie, dui gegewens daarop dat studente positief reageer op hierdie nuwe metode van skryfonderrig. Daar is verskeie skryfinstrukteurs wat waarsku teen die gevare van instorm in die nuwe benadering in. Hulle waarskuwings word voorts aan die orde gestel.