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Litnet Akademies : 'n Joernaal vir die Geesteswetenskappe, Natuurwetenskappe, Regte en Godsdienswetenskappe - latest Issue
Volume 16 Number 2, November 2019
Die gradering en ordening van drie teikentake binne ’n taakgebaseerde leer-en-onderrig-program vir nie- Afrikaanssprekende internasionale universiteitstudente
Authors: Vernita Beukes and Elbie Adendorff
Source: Litnet Akademies : 'n Joernaal vir die Geesteswetenskappe, Natuurwetenskappe, Regte en Godsdienswetenskappe 16, pp 554 –583 (2019)
Die artikel spruit uit navorsing wat deur die eerste skrywer onderneem is vir die ontwerp van ’n taakgebaseerde program vir internasionale studente wat aan Universiteit Stellenbosch studeer (Beukes 2017). Die doel van die artikel is om aan te dui hoe drie1 teikentake2 binne ’n taakgebaseerde leer-en–onderrig-program gegradeer en georden kan word ten einde optimale taalverwerwing3 binne sillabusontwerp te illustreer. Die studie word deur die volgende navorsingsvraag gelei: Watter faktore moet in ag geneem word wanneer take vir ’n taakgebaseerde program gegradeer en georden word? Onder meer Robinson (2001; 2005; 2009; 2010; 2011) se kognisiehipotese en kriteria vir die gradering en ordening van take; Pica, Kanagy en Falodun (1993) se taaktipologie soos verwerk deur Gleason en Slater (2016); Van Avermaet en Gysen (2006) se taalgebruiksituasies; asook Foster, Tonkyn en Wigglesworth (2000) se Analise van Spraak- (AS-) eenhede vorm deel van die teoretiese raamwerk van hierdie studie. Die deelnemers was die internasionale studente wat die kursus Beginner- Afrikaans Vlak I by die Universiteit Stellenbosch bygewoon het. Die kursus is deur die Taalsentrum se personeel wat in taalverwerwing spesialiseer, ontwikkel en verfyn, en word aangebied aan enige internasionale student wat aan die Universiteit Stellenbosch studeer en geen voorafkennis van Afrikaans het nie. Die metodiek wat gevolg is, spruit uit die studente se voorstelle in ’n vraelys wat as deel van ’n behoefte-ontleding aan hulle gegee is. Na aanleiding van die teoretiese raamwerk word aangetoon hoe teikentake effektief gegradeer en georden kan word deur die toepassing van die navorsers se aanbevelings. In die bevindinge toon ons aan hoe die teoretiese raamwerk toegepas word op die drie teikentake wat as voorbeeld in die artikel gebruik word.
The grading and sequencing of three target tasks within a task-based learning and teaching programme for non-Afrikaans-speaking international university students
This article focuses on research previously done by the first author, who developed a taskbased teaching and learning programme for international students studying at the University of Stellenbosch (Beukes 2017). The main aim of this article is to indicate how the grading and sequencing of three target tasks within a task-based teaching and learning programme can be done to optimise language acquisition. The study was conducted according to the following research question: Which aspects should be considered during the grading and sequencing of tasks for a task-based programme?
After careful investigation into different teaching approaches, for example suggestopedia and the communicative approach, the authors decided to find an alternative approach because there are problem areas in each of the approaches just mentioned. These earlier teaching approaches mainly support a behaviouristic model of teaching and learning. They see language as linguistic systems (phonologically, lexically and grammatically) and fail to prepare learners to use spontaneous contextualised language. The authors therefore decided to investigate the taskbased approach because international researchers like Ellis (2003; 2017), Nunan (2010) and Skehan (2018) as well as national researchers, for example Kruger and Poser (2007), Adendorff (2012) and Beukes (2017) believe that this approach facilitates language acquisition the best. The abovementioned researchers state that the task-based approach offers the most opportunities for interaction so that meaning negotiation can take place effectively.
The task-based approach is a development within the communicative approach where the use of tasks as a methodological base and as the units from which courses can be designed is the most important component. It is an approach which centres on tasks and not according to language structures. Within the task-based approach real-world tasks are the starting point when a task-based syllabus is being designed. Within a task-based teaching and learning programme tasks cannot be haphazardly presented to students. Well-thought-out decisions about the presentation of tasks must be made. Therefore the grading and sequencing of tasks play a very important role in the design of a syllabus, in the design of tasks done in class, as well as in task methodology.
The research of Robinson (2001; 2005; 2009; 2010; 2011) on his cognition hypothesis as well as his criteria for the grading and sequencing of tasks are used in this article. The research on task typology done by Pica, Kanagy and Falodun (1993) and adapted by Gleason and Slater (2016) as well as the language use situations described by Van Avermaet and Gysen (2006) also formed part of the research for the article. Further research about Analysis of Speech Units (ASU) done by Foster, Tonkyn and Wigglesworth (2000) is also used for the grading and sequencing of the three tasks and forms part of the theoretical framework. The abovementioned researchers’ work was used specifically because they provide the most complex and most complete breakdown for the grading and sequencing of tasks.
’n Ondersoek na die tegnologiese-pedagogiese-eninhoudkennis (TPEIK) waartoe die Arend-toep toegang verleen
Source: Litnet Akademies : 'n Joernaal vir die Geesteswetenskappe, Natuurwetenskappe, Regte en Godsdienswetenskappe 16, pp 584 –622 (2019)
Die Arend-toep is in Mei 2018 ontwerp en ontwikkel om toegang tot die webgebaseerde Arend, ’n aanlynleeromgewing vir onderwysers, te verbeter. Die doel van hierdie gelyktydiggenestegemengdemetodes- navorsing was om die gedeelde kennisbasis wat in Arend geskep word te ondersoek om die waarde van die Arend-toep te bepaal en aanbevelings vir die verbetering van praktyk te maak. Daar is bevind dat die Arend-toep toegang verleen tot ’n kennisbasis waarin al die komponente van tegnologiese-pedagogiese-en-inhoudkennis (TPEIK) geskep en gedeel word. Die e-praktyknetwerke wat rondom plasings ontstaan het terwyl die onderwysers oor probleme in ’n gedeelde praktyk gesels het, het tot die ontwikkeling van gevorderde komponente van TPEIK bygedra. ’n Klein persentasie van die onderwysers het aktief aan Arend deelgeneem, terwyl die meerderheid van die onderwysers passief saamgeleer het. Daar word aanbeveel dat ondersoek ingestel word na waarom onderwysers nie aan die gesprekke deelneem nie, omdat geen voorbeelde van ’n gebrek aan netiket geïdentifiseer kon word nie. Daar word ook aanbeveel dat onderwysers aangemoedig word om aanlynleeromgewings soos Arend en die Arend-toep te gebruik om aktief aan gesprekke deel te neem, omdat hierdie navorsing toon dat verskeie van die gevorderde komponente van TPEIK tydens aktiewe deelname geskep word.
Vonnisbespreking : die beskerming van die identiteit van minderjariges by volwassenheid Centre for Child Law v Media 24 Ltd 2018 2 SACR 696 (HHA)
Author Windell Nortje
Source: Litnet Akademies : 'n Joernaal vir die Geesteswetenskappe, Natuurwetenskappe, Regte en Godsdienswetenskappe 16, pp 623 –641 (2019)
The protection of the identity of minors at adulthood
The Constitution of 1996 emphasises the importance of protecting children's rights and that the best interests of the child should always be protected. However, the media’s constitutional right to freedom of expression is also important. The media play a significant role in reporting crimes as well as informing the community about recent events. The rights of the media are limited by the Criminal Procedure Act 51 of 1977 which provides for the protection of the identity of minors during criminal proceedings. This act protects child witnesses, victims and offenders. Consequently, the media are prohibited from disclosing the identity of minors, as it is important to protect the best interests of the child. Children affected by a crime must deal with the consequences of the crime in their lives. The disclosure of their identity causes further pressure and/or stress and can therefore not be justified. The fact that this protection expires when a child reaches the age of 18 was therefore questioned in the case under discussion by the Centre for Child Law. However, in Centre for Child Law v Media 24 Ltd 2017 2 SACR 416 (GP) the court held that the identity of minor witnesses, victims and offenders will not be protected after they reach the age of 18. The Supreme Court of Appeal agreed with this decision, but the Centre’s application for leave to appeal was granted. The matter will be further deliberated before the Constitutional Court. This paper critically analyses the importance of protecting the identity of minors upon their reaching adulthood as opposed to the media’s right to freedom of expression.
Vonnisbespreking : die grootte-klassifikasie van kredietfasiliteite ingevolge die Nasionale Kredietwet 34 van 2005 Collotype Labels RSA (Pty) Ltd v Prinspark CC (6722/2016)  ZAWCHC 159 (9 November 2016)
Author Stéfan Renke
Source: Litnet Akademies : 'n Joernaal vir die Geesteswetenskappe, Natuurwetenskappe, Regte en Godsdienswetenskappe 16, pp 642 –652 (2019)
The categorisation into different sizes of credit facilities subject to the National Credit Act
Collotype, although finding on the facts that the credit agreement before the court was an incidental credit agreement, held with reference to other judgments that a credit facility can constitute a so-called “large agreement” in terms of section 9 of the National Credit Act (the NCA). In this case note it is argued that Collotype, and the other decisions referred to by the court, that based their decisions solely on the amounts involved in the respective principal debts concerned, incorrectly categorised a credit facility, one of the main categories of credit agreements subject to the NCA, as a large agreement. This argument is based on a literal reading of the wording of section 9(4) of the NCA, which categorises credit agreements into large agreements and does not even mention the credit facility. It is further based on the fact that there is no compelling reason for the courts to deviate from a literal interpretation of section 9 of the NCA. The case note also points to the fact that an incorrect categorisation of the size of a credit facility (or of any other credit agreement) can have dire consequences and may result in consumers’ forfeiting the important protection afforded in terms of the NCA.
The case note entails a discussion of the credit facility, the provisions in the NCA categorising credit agreements into different sizes and the reasons for the latter, Collotype, my analysis and evaluation of the judgment and conclusions.
Vonnisbespreking: Belastering van openbare figuur Manuel v Economic Freedom Fighters, Ndlozi en Malema (13349/2019)  ZAGPJHC 157 (30 May 2019)
Source: Litnet Akademies : 'n Joernaal vir die Geesteswetenskappe, Natuurwetenskappe, Regte en Godsdienswetenskappe 16, pp 653 –663 (2019)
In this case the respondents published a tweet on Twitter accusing the applicant of inter alia corruption and nepotism. The court, applying established principles of our law of defamation, found that the publication was false, defamatory and wrongful. Although the law requires of public figures to be robust and thick-skinned in relation to negative comments made against them, their personality right to a good name or reputation is still protected against defamatory statements accusing them of dishonourable conduct such as corruption and nepotism. The respondents raised the defences of truth and public interest, reasonable publication of untruth, fair comment and public interest, but the court dismissed them all, mainly because of the falseness of the publication and for the fact that their conduct was not reasonable. The court also stated that on its own, public interest is not a defence to a defamation claim. The court’s use of protected comment in the place of fair comment is worthy of emulation as many comments, although legally acceptable, are not fair. The court ordered the respondents to remove the defamatory statement, within 24 hours, from all their media platforms; to publish within 24 hours a notice on all their media platforms on which the statement had been published in which they unconditionally retract and apologise for the allegations made about the applicant in the statement; and interdicted the respondents from publishing any statement that says or implies that the applicant is engaged in corruption and nepotism. The respondents were also ordered jointly and severally to pay damages of R500 000 as solatium to the applicant.