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

Abstract

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.