FLT3701 Assignment 2 2026 - Distinction | Due 1 July 2026

FLT3701 Assignment 2 2026 - Distinction | Due 1 July 2026 This assessment comprises short essay and discussion-type questions that require your active engagement, practical experience, critical thinking, and reflective response QUESTION 1 (25 Marks) 1.1 Language theories 1.1.1 In your own words, define the term First Additional Language. (1) 1.1.2 Create and apply two different classroom activities, each demonstrating Cummins’ language proficiency theories, one being basic interpersonal communication skills (BICS), and the other being cognitive academic language proficiency (CALP) for Grade 2 English First Additional Language learners. (7x2=14 marks) NB: Your response should reflect creativity, contextual awareness, and an understanding of Cummins’ theoretical distinction. 1.2 Critically evaluate how Krashen’s input hypothesis could be used in a multilingual South African Foundation Phase classroom. Provide one example to support your answer. (10 marks) QUESTION 2 (25 Marks) Read the scenario below and answer the questions that follow. Mrs Dlamini teaches a lively Grade 2 class in a township primary school on the outskirts of Pietermaritzburg. Her learners speak several home languages, mainly isiZulu and isiXhosa, but English is the language of learning and teaching (LoLT) for English as First Additional Language (EFAL) for lessons. The school has few resources, and each group of five learners shares one English reader. In addition, the classroom has only a small blackboard and a handful of flashcards. To keep her learners engaged, Mrs Dlamini often moves between isiZulu and English during lessons. She notices that learners are very confident when talking about familiar topics such as family or playtime, but they struggle when tasks require more academic English. Some learners become quiet when reading aloud, while others rely heavily on their peers for translation. Despite these challenges, Mrs Dlamini is passionate about helping her learners to enjoy English and to build confidence in both speaking and reading. 2.1 Provide two practical strategies Mrs Dlamini can use to enhance learner participation in this multilingual, resource-constrained classroom. (5x2=10 marks) 2.2 How can code-switching support learning in this classroom? Provide two examples. (6 marks) 2.3 What are the possible challenges of using only one reader per group? (3 marks)