This study takes off in is its confirmation of the result of previous research: within the population of the Seychelles, the general attitude towards the French language is negative rather than positive. Such a state of affairs is uncommon to find in postcolonial countries, where the occidental languages tend to be highly esteemed. Through qualitative interviewing of Seychellois teachers, this study examines the reasons for said negative attitudes, combining the result of the interviews with sociolinguistic and postcolonial theories on language, attitude and identity. As reasons for the negative attitudes, the study points out the lack of domains in which to make use of French, as well as inadequate identification opportunities. The colonial heritage plays an active role in the shaping of linguistic attitudes in modern day Seychelles.

This essay is a meta-study that assesses the existing theories and hypotheses regarding the origins of language. The development of language is one of the most remarkable historical developments for humankind. Through different historical periods and from multiple perspectives, renowned theorists such as Rousseau, Jespersen and Chomsky have tried to find the origins of language and trace its evolution. The natural sound source, for instance, connects the origins of language with the imitation of natural sounds. The gesture primary  hypothesis states that gesture language existed before the development of spoken language. A gradual development of protolanguage during the period of the existence of the homynim Homo erectus took place closely in connection with social interaction and the progress of multiple activities. Music has significance in the human brain and language development and, therefore the importance of music as part of  human evolution will be as well part of this research. The process of human civilization has an effect on brain activity and cognition because it projects abstract concepts to sounds, accumulating gradually knowledge and experience. In this essay, a selection of parables, songs and gestural communication situations are described in order to illustrate relevant parts of the theory. Finally, the author will select what is considered the most convincing theory/hypothesis for explaining the origins of language.

Text in Afrikaans / Die doel van hierdie studie is om die gebruik van die kommunikatiewe taalonderrigbenaderingswyse in die onderrig van Afrikaans as vreemde taal aan eerstejaar onderwysstudente op tersiere vlak, naamlik die Technikon Noord-Gauteng, te ondersoek. Die ondersoek, in die vorm van 'n beskrywende analise, is op verskillende terreine van die taalonderrigwetenskapsveld gedoen. ie kommunikatiewe taalonderrigbenaderingswyse is bestudeer teen die agtergrond van verskeie antler taalonderrigbenaderingswyses wat deur die loop van die afgelope eeu gebruik is, Die verskillende sillabustipes is vergelyk met die kommunikatiewe onderrigbenaderingswyse en uitkomsgebaseerde onderrig ten einde 'n moontlike leerprogram vir die onderrig van Afrikaans as vreemde taal op tersiere vlak saam te ontwikkel. Die nasionale voorgeskrewe sillabus vir onderwysstudente aan technikons, naamlik die onderrig en leer van die taalvaardighede praat, slayf, lees en luister is analities beskryf. Hierdie taalvaardighede is ten slotte vanuit die kommunikatiewe taalonderrigbenaderingswyse binne die uitkomsgebaseerde onderrigraamwerk geplaas as 'n voorstel vir die onderrig van onderwysstudente in Afrikaans as vreemde taal op tersiere vlak. / The purpose of this study is to investigate the use of the communicative language teaching approach in the teaching of Afrikaans as a foreign language to first year education students at tertiary level, namely the Technikon Northern Gauteng .. The study, a descriptive analysis, took a variety of language teaching aspects into account. Communicative language teaching is described against the background of the different language teaching approaches used in the past century. The different types of syllabuses were compared to communicative language teaching and outcomes-based education in order to develop a possible learning programme for the teaching of Afrikaans as foreign language at tertiary level. The national prescribed syllabus for technicon education students, namely the teaching and learning of the language skills speaking, writing, reading and listening is described analytically. These language skills are communicatively described within the outcomes based framework as a suggested learning programme for the teaching of Afrikaans as a foreign language to education students at tertiary level. / Education / M. Ed.

Text in Afrikaans / Die doel van hierdie studie is om die gebruik van die kommunikatiewe taalonderrigbenaderingswyse in die onderrig van Afrikaans as vreemde taal aan eerstejaar onderwysstudente op tersiere vlak, naamlik die Technikon Noord-Gauteng, te ondersoek. Die ondersoek, in die vorm van 'n beskrywende analise, is op verskillende terreine van die taalonderrigwetenskapsveld gedoen. ie kommunikatiewe taalonderrigbenaderingswyse is bestudeer teen die agtergrond van verskeie antler taalonderrigbenaderingswyses wat deur die loop van die afgelope eeu gebruik is, Die verskillende sillabustipes is vergelyk met die kommunikatiewe onderrigbenaderingswyse en uitkomsgebaseerde onderrig ten einde 'n moontlike leerprogram vir die onderrig van Afrikaans as vreemde taal op tersiere vlak saam te ontwikkel. Die nasionale voorgeskrewe sillabus vir onderwysstudente aan technikons, naamlik die onderrig en leer van die taalvaardighede praat, slayf, lees en luister is analities beskryf. Hierdie taalvaardighede is ten slotte vanuit die kommunikatiewe taalonderrigbenaderingswyse binne die uitkomsgebaseerde onderrigraamwerk geplaas as 'n voorstel vir die onderrig van onderwysstudente in Afrikaans as vreemde taal op tersiere vlak. / The purpose of this study is to investigate the use of the communicative language teaching approach in the teaching of Afrikaans as a foreign language to first year education students at tertiary level, namely the Technikon Northern Gauteng .. The study, a descriptive analysis, took a variety of language teaching aspects into account. Communicative language teaching is described against the background of the different language teaching approaches used in the past century. The different types of syllabuses were compared to communicative language teaching and outcomes-based education in order to develop a possible learning programme for the teaching of Afrikaans as foreign language at tertiary level. The national prescribed syllabus for technicon education students, namely the teaching and learning of the language skills speaking, writing, reading and listening is described analytically. These language skills are communicatively described within the outcomes based framework as a suggested learning programme for the teaching of Afrikaans as a foreign language to education students at tertiary level. / Education / M. Ed.