'Speak out' - issues in participatory materials development

Zannie Bock

Abstract


This article outlines the development of a beginner English course called 'Speak Out' for
adults in Adult Basic Education and Training classes in the early 1990s. The course uses an
innovative roleplay methodology which builds on the experiences and language knowledge of
the adult learners. It was conceptualised and developed within a participatory approach to
adult learning and materials development. The article explores the tension between the
ideals of the participatory approach and the constraints exerted by contextual and other
factors. The article begins with an introduction of the context within which the materials
were conceptualised, then offers a brief overview of the participatory approach, and then
considers the following aspects of the 'Speak Out' course: the language learning
methodology, issues of teacher competence and development, and lastly, the materials
development process itself.
Hierdie artikel beskryf die ontwikkeling van 'n beginnerskursus vir Engels, getitel 'Speak
Out'. Dit is ontwerp vir volwassenes in klasse binne 'n Volwasse Basiese Onderrig en
Opleiding-program in die vroee 1990s. Die kursus maak gebruik van innoverende rolspel as
'n metode wat spesifiek aansluit by die ervarings en taalkennis van volwasse leerders. Dit is
gekonseptualiseer en ontwikkel as deel van 'n deelnemende benadering tot die opleiding van
volwassenes en die ontwikkeling van hulpmiddels. Die artikel ondersoek die spanning tussen
die ideale van 'n deelnemende benadering en die beperkinge wat opgele word deur
kontekstuele en ander faktore. Die inleiding van die artikel gee 'n uiteensetting van die
konteks waarbinne die hulpmiddels gekonseptualiseer is. Dan volg 'n kort oorsig oor die
deelnemende benadering, en die volgende aspekte van die 'Speak Out'-kursus word oorweeg:
die metodologie van taalaanleer, kwessies rondom onderwysers se vaardighede en
ontwikkeling, en laastens, die proses van hulpmiddel-ontwikkeling self.

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DOI: https://doi.org/10.5785/15-2-166

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ISSN 2224-0012 (online); ISSN 0259-2312 (print)

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