Mutual Apprenticeship in the Learning and Teaching of an Additional Language  

Oleh:

Wildsmith-Cromarty, Rosemary

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language and Education (Full Text) vol. 17 no. 2 (2003), page 138-154.
Fulltext: Vol. 17, No. 2, p 138-154.pdf (250.32KB)

Isi artikel

Interdisciplinary research into course revisionand development at tertiarylevel can be transformational and empowering when it involves a role reversal which takes the learner’sperspective into account. This paper discussesa case study in the learningand teaching of Zulu as an additional language. It involved the organic development of a mutually supportive relationship betweentwo lecturers from separatedisciplineswho assumedmultiple identities in order tomore effectively collaborate in the revision and development of two undergraduate courses: a more communicatively oriented course for non-mother tongue students learning Zulu as an additional language, and a course in learning how to teach Zulu as an additional language to school learners. For this purpose, one of the teachers involved in the study became a learner of Zulu as an additional language for three years in order to monitor her own learning experiences and those of her fellow learners. During the second phase of the research, one of the Zulu teachers joined a postgraduate course in Applied Language Studies as an apprenticed language specialist. This mutual experience of role reversal greatly enriched course design and the research process itself.

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