Genre analysis and task-based course design for isiXhosa second language teaching in local government contexts

  • Mariana Visser
  • Edith Venter


The successful implementation of a multilingual language policy in the public and private sectors in South Africa depends on vibrant research. This article explores the design and nature of the isiXhosa communication tasks for specific purposes second language teaching in local government context, within a framework of genre-based and task-based approaches to language teaching. These two approaches also form the theoretical basis of the analysis of the rhetorical move structure and the task types of selected communication tasks.

Author Biography

Mariana Visser
Mariana Visser is an Associate Professor and Chair of the Department of African Languages. Her main interest is in syntax, second language acquisition and genre studies. Her current research in the field of second language acquisition and learning relates to form-meaning connections and processing instruction as these issues apply to the learning of African languages by first language speakers of English and Afrikaans, assuming the Task-based approaches. She is also involved in the design of a computer-assisted language learning (CALL) course for isiXhosa for Health Sciences students and staff. email: Edith Venter has recently completed an MA degree.