Download Colloquial Afrikaans: The Complete Course for Beginners by Bruce Donaldson PDF

By Bruce Donaldson

Colloquial Afrikaans is the correct advent the trendy language as spoken in South Africa and Namibia
Written by means of an skilled instructor of the language, the direction deals a step by step method of written and spoken Afrikaans. No earlier wisdom of the language is required.
What makes Colloquial Afrikaans your best option for language studying? * designed for either self sustaining research and sophistication use
* plenty of workouts with complete solution key
* transparent, concise grammar notes
* complete Afrikaans-English and English-Afrikaans glossaries
By the top of this lucrative path it is possible for you to to speak expectantly and successfully in Afrikaans on a large diversity of daily topics.
These 60-minute CDs are recorded by way of local audio system, and may assist you excellent your pronunciation, listening and talking abilities.

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Additional info for Colloquial Afrikaans: The Complete Course for Beginners (with Audio)

Sample text

While most children produce recognizable first words by twelve monrhs, some may not speak before the age of three years. In very young children, one way to determine whether delayed language reflects a problem or simply an individual difference within the normal range is to determine whether the child responds to language and appears to understand even if he or she is not speaking. For older children, delays in learning to read that seem out of keeping with a child's overall intellectual functioning may suggest that there is a specific problem in that domain.

1, giveyour opinion about the presence or absence of learner characteristics and learning conditions for four types of learners. Use the following notation: + = usualll - = usuzlly absent ? = sofil€times present, sometimes absent, or you're not sure Then, compare your views with the discussion of learner characteristics and learning conditions below. L e arn er c lt aracteris ti cs By definition, all second language learners, regardless of age, have already acquired at least one language. This prior knowledge may be an advantage in the sense that they have an idea of how languages work.

Unfortunately, it often happens that these childrent knowledge ofa different language or language variety is interpreted as a lack ofknowledge oflanguage in general. fu a result, they are sometimes placed in remedial or special education classes. It is often the case that the school is not equipped to provide an adequate assessment of childrent ability to use their home language. Schools may not have programmes for second language learners that allow them to continue to use their home language.

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