An alternative non-traditional approach to learning: the metacognitive-mapping approach

The current article is a continuation of a previous article (Leaf, Uys & Louw 1997) suggesting that alternatives to the current traditional perceptions of learning and therapeutic methods are essential if learning institutions are to enable learners to move successfully into the next millenium. The need for the speech-language therapist to adopt a non-traditional approach to learning and to change from a language instructor to a learning facilitator within a consultative-collaborative role in the unique South African situation is discussed. Research results, specifically relating to how the speech-language therapist can assist teachers in changing to a non-traditional facilitative role, are presented.