, PLEASE USE THIS DOCUMENT AS A GUIDE ONLY
QUESTION 1: TEACHING A HOME LANGUAGE IN A MULTICULTURAL CONTEXT
1.1. Explain the difference between code-switching, code-mixing, and translanguaging.
Code-switching is when a speaker switches from one language to another, often between
sentences or clauses. This might happen due to a change in the environment (e.g., from work to
home) or to accommodate another speaker (TMN3702, Study Guide, p. 28).
Code-mixing occurs when a speaker switches repeatedly between languages within a single
sentence. It is often viewed negatively by some, but recent research shows it is common among
multilingual speakers with good language skills in all the languages they mix (TMN3702,
Study Guide, p. 29).
Translanguaging is a more holistic concept. It refers to the deployment of a speaker's full
linguistic repertoire without regard for the socially and politically defined boundaries of named
languages. It takes the internal perspective of the speaker, where their language features are
simply their own. Unlike code-switching (an external view), translanguaging is about going
beyond named languages (TMN3702, Study Guide, p. 29).
1.2. Considering the nouns provided on the worksheet below, you added instructions as follows:
1.2.1. What strategy common in teaching English in a multicultural context did you apply in
designing this activity?
The activity you designed uses translanguaging, a common strategy in teaching English in
multicultural contexts. Translanguaging allows learners to draw on their full linguistic repertoire,
using both their home language and English to understand, express, and consolidate learning (García,
2009; TMN3702, Study Guide, p. 30). By asking learners to write the common nouns in both
languages, you are enabling them to make connections between the known and the new language,
which scaffolds their understanding and promotes deeper learning.
1.2.2. What benefit is there for allowing learners to write the list of common nouns in both their
home language and English when completing the worksheet?
Allowing learners to write nouns in both their home language and English supports comprehension
and retention. It validates the learners’ home language, encourages participation, and helps them
transfer meaning from one language to another. This strengthens cognitive and linguistic
development and fosters inclusivity in a multilingual classroom (TMN3702, Study Guide, p. 30–31).
QUESTION 1: TEACHING A HOME LANGUAGE IN A MULTICULTURAL CONTEXT
1.1. Explain the difference between code-switching, code-mixing, and translanguaging.
Code-switching is when a speaker switches from one language to another, often between
sentences or clauses. This might happen due to a change in the environment (e.g., from work to
home) or to accommodate another speaker (TMN3702, Study Guide, p. 28).
Code-mixing occurs when a speaker switches repeatedly between languages within a single
sentence. It is often viewed negatively by some, but recent research shows it is common among
multilingual speakers with good language skills in all the languages they mix (TMN3702,
Study Guide, p. 29).
Translanguaging is a more holistic concept. It refers to the deployment of a speaker's full
linguistic repertoire without regard for the socially and politically defined boundaries of named
languages. It takes the internal perspective of the speaker, where their language features are
simply their own. Unlike code-switching (an external view), translanguaging is about going
beyond named languages (TMN3702, Study Guide, p. 29).
1.2. Considering the nouns provided on the worksheet below, you added instructions as follows:
1.2.1. What strategy common in teaching English in a multicultural context did you apply in
designing this activity?
The activity you designed uses translanguaging, a common strategy in teaching English in
multicultural contexts. Translanguaging allows learners to draw on their full linguistic repertoire,
using both their home language and English to understand, express, and consolidate learning (García,
2009; TMN3702, Study Guide, p. 30). By asking learners to write the common nouns in both
languages, you are enabling them to make connections between the known and the new language,
which scaffolds their understanding and promotes deeper learning.
1.2.2. What benefit is there for allowing learners to write the list of common nouns in both their
home language and English when completing the worksheet?
Allowing learners to write nouns in both their home language and English supports comprehension
and retention. It validates the learners’ home language, encourages participation, and helps them
transfer meaning from one language to another. This strengthens cognitive and linguistic
development and fosters inclusivity in a multilingual classroom (TMN3702, Study Guide, p. 30–31).
