An investigation into the language educators' application of contemporary linguistics in relation to the language teaching situation at the University of Durban-Westville.

Abstract

This investigation analyses current issues in the language teaching situation at the University of Durban-Westville (UDW). It defines parameters with which language educators can make choices. Effective language teaching is perceived as essential in order to have competent language learners. Language teaching (be if first, second or a foreign language) usually encompasses a body of knowledge that is drawn from linguistic and language learning theories. A practical component is also included which is based on the choice of teaching methodology. Several historical factors also played a major role in determining the manner in which languages should be taught at the University of Durban-Westville (UDW). The aim of this study was to evaluate the teaching situation at UDW. The primary focus was to investigate whether educators were applying the principles of contemporary linguistics in the language teaching situation at UDW. It became apparent that not many educators were applying the specific aspects of contemporary linguistics in their teaching. This inquiry considered the role of contemporary linguistics in language teaching and concentrates on the relevance and importance of the various components of linguistics. The chapter on some of the aspects of language teaching, including teaching strategies presented a discussion of the instructional options available for the responsive language educator. Language planning and policy was considered as a potential area of specialization. Formal and informal seminars, and workshops promoting the importance of contemporary linguistics and a genuine recommendation for language educators to pay some attention to L2 learning research was re-emphasized.