Abstract Multilingual language policies in South Africa aim to promote tolerance and understanding of sociocultural differences and equal access to power. The current common curriculum for learning of all additional languages in South African primary schools presents negative affordances for the acquisition of African languages as second languages. This article proposes that task-based language teaching presents a set of language affordances for young beginner learners that is most conducive for the learning of an additional language in primary schools. The affordances theory in second language learning provides a lens that allows a single-minded focus on relevant issues in a complex and dynamic context. It considers the learning needs and goals of young learners and their teachers, and identifies language affordances in the learning process. The important role of the teacher in matching language teaching activities to individual learner’s needs is recognised and justified in the affordances theory. Task-based language teaching presents a principled and empirically supported instructional approach, allowing a flexible methodology for teachers to achieve learning outcomes in diverse contexts.

中文翻译：

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在教学和学习非洲第一附加语言中的收费理论：基于任务的语言教学的案例

摘要南非的多语言语言政策旨在促进​​人们对社会文化差异和平等获得权力的理解和理解。当前在南非小学学习所有其他语言的通用课程表对非洲语言作为第二语言的学习产生了负面的负担。本文提出，基于任务的语言教学为年轻的初学者提供了一系列的语言能力，最有利于小学学习另一种语言。第二语言学习中的“可负担性”理论提供了一个视角，使人们能够一心一意地在复杂而动态的环境中关注相关问题。它考虑了年轻学习者及其老师的学习需求和目标，并确定了学习过程中的语言能力。负担能力理论认识到并证明了教师在使语言教学活动与个人学习者的需求相匹配方面的重要作用。基于任务的语言教学提出了一种原则性和经验支持的教学方法，为教师提供了一种灵活的方法，可以在各种情况下实现学习成果。