HLT3701 Exam Prep Summary.

HLT3701 Exam Prep Summary. HLT3701 – Home Language Teaching Learning unit 1: Knowledge and Facilitation of Language Skills in the Foundation Phase Section 1: What are language skills and why are they important? What are the four language skills? (p.15 – 16) → There are 4 language skills that are required for effective communication. → They are:  Listening  Speaking  Reading  Writing Listening:  Refers to receiving language through the ears.  When listen, we make use of our ears to receive individual sounds, and make use of our brain to convert these sounds into messages that means something to us. Learning outcomes: After studying this unit, you will be able to: Define four language skills, namely, listening, speaking, reading and writing Design activities for facilitating language skills Select and apply appropriate methods for teaching beginner readers to read Reflect on and adapt the teaching and learning of language skills accordingly S - The study-notes marketplace Downloaded by: engelalegrange | Distribution of this document is illegal S - The study-notes marketplace Kayla van Deventer 6396 – 630 – 1 HLT3701 Exam Prep 2  Listening, any language, requires focus and giving attention to the language we are hearing. Speaking:  Refers to the delivery of spoken language through the mouth.  Refers to ability to communicate meaningfully in the language, by speaking grammatically correct sentences and appropriate vocabulary.  Refers to how you speak, with the correct intonation, stress, timing and speech. Reading:  Refers to the process of looking at written language and making sense.  When reading we use our eyes to see the print and use our brain to convert the print into words and sentences that communicate meaning.  Reading can be silent (in our head) or out aloud (other people to hear) Writing:  Refers to the process of using written language to communicate thoughts and ideas in a form that can be read.  Make use of a pen or pencil (handwriting) or keyboard (typing) to write.  To write clearly it is essential to understand the basic system of the language, incl. knowledge of vocabulary and grammar. Using Language skills: (page 16) o Even though there is 4 skills, they do not function separately or in isolation. o They are interrelated. o In the classroom, whilst doing an activity on Language the chances for a lesson to include 2-4 of these language skills, has a big possibility to be used together. Written language refers to letters, punctuation marks and spaces. Downloaded by: engelalegrange | Distribution of this document is illegal S - The study-notes marketplace Kayla van Deventer 6396 – 630 – 1 HLT3701 Exam Prep 3 Language skills can be grouped: Four language groups can be grouped in 2 different ways namely: Written/spoken skills Productive (output) or receptive (input) skills Written skills: In spoken or oral mode there is 2 language skills, namely listening and speaking. In written mode there are 2 language skills, namely reading and writing. o Both depend on written language or print Important grouping because one language build on the other. Written mode is builton the oral mode If you don’t understand and speak a language, it is difficult to learn how to read and write in that language. According to Snow, Burns and Griffe (1998), in the classroom, being able to understand and speak a language is an important precondition for learning to read and write in a language. A child needs to be able to understand and speak a language before they learn to read and write in that language. The 2 modes are used differently in everyday language. The oral modes relies on context to make meaning. The written mode cannot depend on context to make meaning. It is decontextualised. The writer has to establish the context in their writing. Oral language and written language need to be taught a little differently. We need to introduce new written texts in order to draw children’s attention to the setting of the text and new vocabulary, because written language is decontextualised. Productive/receptive skills: The 4 language skills can be grouped in another way, by dividing them into language skills that you produce, called productive skills (output) and language skills that you receive, called receptive skills (input). Receptive skills provide language input Productive skills requires language output. Receptive skills are listening and reading because we get input through the spoken word and written word. o Known as passive skills Productive skills are speaking and writing, because we use these skills to give an output to produce understandable language. o Known as active skills Downloaded by: engelalegrange | Distribution of this document is illegal S - The study-notes marketplace Kayla van Deventer 6396 – 630 – 1 HLT3701 Exam Prep 4 Language or Linguistic profiles: 4 language skills apply to any language. You may be able to listen to understand one language but be unable to speak it. You may be able to understand and speak another language but be unable to read and write in that language. You may be able to read and write a language proficiency but not able to speak it very well. Different proficiency level in different language skills and in different languages. Example of a linguistic profile: (page 22-24) Languages she can understand Languages she can speak Languages which she can read Languages in which she can write isiZulu isiXhosa Setswana Sesotho English Afrikaans Xitsonga isiZulu isiXhosa Sesotho (a little) English Afrikaans Xitsonga isiZulu English Afrikaans isiZulu (well) English (well) Afrikaans (a little) Section 2: How can teachers facilitate the learning of language skills in the classroom? Formal language development: 4 language skills are developed formally by following systematic lesson plans based on the curriculum. Essential in order to ensure steady progress. It is important as we teach to be aware of receptive and productive skills, as they need to be taught and supported a little differently. Receptive language skills may require the child to learn new vocabulary and language skills in order to understand the input they are receiving. Productive language skills require even more support. Here the child needs to produce language based on the language they already know. Downloaded by: engelalegrange | Distribution of this document is illegal S - The study-notes marketplace Kayla van Deventer 6396 – 630 – 1 HLT3701 Exam Prep 5 Language learning is allocated specific times in curriculum. The curriculum will guide language lessons to develop all language skills, aligned to a particular grade. Learning is been assessed to be ensured that the child’s language skills are developed to required standard. Materials in a language rich-classroom: Daily chart Weather chart Birthday chart Word wall Theme table Labels for objects Create your own language-rich classroom: Help with the development of the children’s language skills incidentally and facilitate language learning. a. Daily chart and Weather chart:  Has spaces for the day of the week, the date, month and season.  Daily chart can include a weather chart which indicates the weather of the day. Language activities:  Encourage listening and speaking and to teach vocabulary such as days of the week, months, seasons, time and description of weather. Ask questions:  What is the date today?  Who remembers which day it is?  What is the weather like today?  Why do you think it is so cold today? (season)  When do you think it will become warmer? b. Birthday calendar:  Chart with all the months of the year.  The children’s names are placed under their birthday month. Language activities:  Encourage listening, singing and speaking.  Teach vocabulary such as year, months, days, before, after, older, younger, etc. Downloaded by: engelalegrange | Distribution of this document is illegal S - The study-notes marketplace Kayla van Deventer 6396 – 630 – 1 HLT3701 Exam Prep 6  When singing birthday song and making the child feel special is important for a good selfesteem. Ask questions:  Which childrenhave birthdays this month?  Whose birthday will be next?  In which month do most of our classmates have their birthday?  Who is the youngest in the class? c. Classroom labels:  Offers valuable incidental reading opportunities Language activities:  Labelling the classroom with flashcards present an opportunity for informal reading practice.  Few labels at a time. Play games: Take flashcards down and let learners re-label objects.  Flash cards to learners and let them read it to you. d. Reading corner:  Is a corner with bookshelves full of story books or reading material for children.  May include carpet, cushions for learners to sit close to the shelves. Limited space?  No problem, keep a neatly covered box under your desk for the learners to still enjoy reading at their desks. Language activities:  Children should be free during the day to look at the reading material quietly.  Teacher can read story book every day at story time. e. Word wall:  Encourage learners to read them incidentally.  There are different ways to make a word wall for all the words to be organised:  Group words with same sound  Group words under same topic  Group words alphabetically Language activities:  Teach new alphabet word to children as a fun activity and place the word on the wall. Downloaded by: engelalegrange | Distribution of this document is illegal S - The study-notes marketplace Kayla van Deventer 6396 – 630 – 1 HLT3701 Exam Prep 7  Revise recently added words daily. Ask questions? Who can make a sentence with a word from the word wall? Which is the first word on the word wall? Which is the last letteron the word wall? Which word begins with the /p/ sound? Find the word that comes beforethe word duck. Find the word that comes after the word rabbit. Which word is betweenthe word duck and fish? f. The theme table:  Contain pictures, objects and books related to the current theme.  Encourage learners to bring objects from home.  Also encourage learners to write label for the object they bring.  Posters and pictures for the wall behind the theme table. Section 3: Beginning reading in the classroom Emergent reading: o Reading is a slow process that begins at birth. o Each child will be at a different pre-reading level when they go to school. o Reading doesn’t happen overnight but emerges or develop slowly over many years. o Six stages that young children will pass through as they move from pre-reader to become an accomplished early fluent or independent reader by the end of Grade 3. o First 2 stages describe some of pre-reader and emergent reader’s behaviours and also to see what each reader should do at each stage. Downloaded by: engelalegrange | Distribution of this document is illegal S - The study-notes marketplace Kayla van Deventer 6396 – 630 – 1 HLT3701 Exam Prep 8 Table of first 2 stages: How socioeconomic factors influence beginning reading: There are other factors that will influence beginning reading. In South Africa, Fleisch (2008) found a direct correlation between communities disadvantaged during the Apartheid regime and current low literacy levels. Found that these communities remain associated with poverty, poor nutrition and poor teaching and as a result displayed low literacy levels. In the United States, Snow et al. (1998:100) state that of the many conditions that appear to contribute to successful reading by schoolchildren, among the more important are each child’s : ▪ “intellectual and sensory capacities (their individual abilities) ▪ Positive expectations about and experiences with literacy from an early age ▪ Support for reading-related activities and attitudes so that they is prepared to benefit from early literacy experiences and subsequent formal instruction in school (supportive homes) ▪ Instructional environments conductive to learning.” Many factors can affect the way a child respond to beginning reading and learns to read. Downloaded by: engelalegrange | Distribution of this document is illegal S - The study-notes marketplace Kayla van Deventer 6396 – 630 – 1 HLT3701 Exam Prep 9 Factors affecting beginning reading: How frames of reference influence beginning reading:  Some children will have seen their parent reading, will handled books and will have developed good oral language skills.  They are seen as literacy-privileged learners.  They have a wide frame of reference and are language-rich and knowledge-rich when they enter school.  They know and understand many things about the world and have a wide vocabulary.  Learners with little to no access to books and very rarelyengaged in discussions with adults , have a limited frame of reference.  Teachers of beginning reading has to make sure children with limited frame of reference need to catch up with the other learners because it can affect how easily they will learn to read. How can we develop beginning reading in the classroom? (page 36-37) You may teach children that are literacy-privileged and those that are not. As a teacher you must need to know the children who your are teaching, must understand their linguistic profiles and their family background to be familiar with what they know and what needs to be explained. Downloaded by: engelalegrange | Distribution of this document is illegal S - The study-notes marketplace Kayla van Deventer 6396 – 630 – 1 HLT3701 Exam Prep 10 a. Build on familiar: → McNaughton(2002) says build on what is familiar for the child. → Begin with something they already know, they will retain any new information better. → Doold rhymes/ songs they know before starting new one again. → Show and tell: let the children bring things from home and talk about the objects. Will help with improving vocabulary → News time: write familiar words on the board and the learners can write about news of the weekend. b. Build the children’s frame of reference and vocabulary: → Read and tell stories with different setting and discuss the setting, people, pictures and words. → Encourage children to take part in a variety of speaking, singing and play-acting situations, introduce new rhymes and songs. → Usevocabulary poster c. Build the children’s exposure to text, books and signs: → Ensure children are surrounded by print on the walls o Classroom labels o Posters o Charts: Daily and Weather, Word wall, birthday calendar → Interact with the prints daily → Items with words or signs on them for reading. Beginning an incidental reading programme:  Beginning of grade 1 to start with incidental reading programme  Children recognise these incidental reading words as whole units  Not recognise all individual letters in the words and will not sound them out.  Recognise the word by sight  Begin the programme by using the children’s names.  Make a name card for each and say : ‘Whose card is this?’ and give it to the right child who will then keep it on their desk all day.  Make use of classroom labels  Command cards: simple commands that are written on cards.  Teachers show and read the word and children do the action Beginning to make children aware of sounds in words:  Introducing learners to rhymes is important for pre-reading skill.  Listen to sounds and sound patterns in songs and rhymes in order to understand spoken language better. Downloaded by: engelalegrange | Distribution of this document is illegal S - The study-notes marketplace Kayla van Deventer 6396 – 630 – 1 HLT3701 Exam Prep 11 Section 4: How do we approach the teaching of language skills in the Foundation Phase? Developing the home language is vitally important: Listening: Think how often you listen and how important this is in your own life. Does it help to establish relationships? Learn new information? Understand the aspects of lifeyou didn’t know before? Do you wish you were a better listener? Linking this to a child and school, how will being a good listener help a child to succeed at school? What advantages will they have? Speaking: • Think how often you speak and how important is it. • Does it help you meet your needs? Establish relationships? Ensure your views count? Do you wish you were a better speaker? • Linking this to a child and school, how will being a good speaker help a child to succeed at school? What advantages will they have? Reading: Think how often you read in your daily life. Not just study materials but newspapers, internet, street signs, advertisements, form, contracts. What would life be if you couldn’t read? How well do you think you read? How is being able to read helping you to achieve your life goals? Linking this to a child and school, how will being a good reader help a child to succeed at school? What advantages will they have? Writing: Think how often you write in your daily life. You need to be able to express yourself in writing in jobs but also fill informs, apply for positions or grants, keep in contact with others, and make lists and notes. When else do you need to write? Are you a proficient writer? Linking this to a child and school, how will being a good writer help a child to succeed at school? What advantages will they have? All 4 language skills need to be developed: Speaking and listening: Strong oral skills = Strong reading and writing skills Downloaded by: engelalegrange | Distribution of this document is illegal S - The study-notes marketplace Kayla van Deventer 6396 – 630 – 1 HLT3701 Exam Prep 12 Reading: Strong reading and phonics skills = strong writing skills Writing : Strong handwriting and writing skills = easier to express themselves in written mode There is a place for both formal and incidental home language programmes: Formal home language programme is needed to ensure systematic progression in language skills and regular assessment of those skills Listening:  Many activities in language-rich classroom is involve with listening and developing this skills but there is 2 that is really important  Rhymes and songs: children will become aware of rhythm and rhymes in the language. By listening to rhymes and songs the child’s listening skills develop.  Storytelling and story reading:helps children to hear intonation, stress, timing and pitch as a story is been told with expression, grammatically correct sentences in books, new vocabulary and making meaning through listening. This can be enhanced by asking questions before, during and after the story. Speaking: Many activities involve speaking. Story reading and games : Many questions are been asked and the children then practice speaking when answering questions. Encourage the children to answer in full sentences when they only say yes or no. We need to develop all 4 language skills as they build on each other Downloaded by: engelalegrange | Distribution of this document is illegal S - The study-notes marketplace Kayla van Deventer 6396 – 630 – 1 HLT3701 Exam Prep 13 Show and tell and news time: good opportunities for children to practise speaking in full sentences, describing the object they brought from home or any news they have. Ask questions that requires children to answer more than just yes and no answers. Reading: ▪ New skill for children when they enter school and materials and activities in the classroom will stimulate them and make them curious about reading. ▪ What will help increase the knowledge of written words and introduce new vocabulary? o Daily chart o Weather chart o Classroom labels o Word wall o Posters and pictures o Alphabet chart (sing along with the alphabet song) ▪ Book corner: this will be a rich source of meaningful texts that they can look at even before they learn to read. Writing: Just as reading writing is also a new skill when children enter school. But by having a language rich classroom this will ensure that children are exposed to writing and letter formation. News time: demonstrate what you write and how you write your news. Story reading: after the story you could write 2 sentences on the board and ask the children what they would like to write or say about the story. Writing table: Having enough paper and writing material at the table the children will be able to express themselves and also will encourage them to ‘write’. < End of learning unit 1> Downloaded by: engelalegrange | Distribution of this document is illegal S - The study-notes marketplace Kayla van Deventer 6396 – 630 – 1 HLT3701 Exam Prep 14 Learning unit 2: The relationship between language policies and the facilitation of such policies in the classroom Section 1: How are language policies integrated in teaching and learning in the Foundation Phase? Grouping Language skills for teaching and learning in the Foundation Phase: When teaching and learning language skills in the Foundation Phase, we group the skills in a specific way because of children’s needs at this age. (seen in the South African national curriculum) CAPS divides the Language skills into the following 3 categories: Listening and speaking: Oral modes of language Been grouped in many curricula because separating them would be unnatural for the young children. Developing the listening and speaking skills simultaneously and will be used at the same time Learning outcomes: After studying this unit, you will be able to: Apply language policies in teaching and learning (discerned in lesson plans and assignments) Apply the language (e.g. CAPS) curriculum in teaching language in the classroom Contextualise and adapt the teaching and learning of Home Language as a subject (e.g. EFAL learners in an English Home Language classroom) Downloaded by: engelalegrange | Distribution of this document is illegal S - The study-notes marketplace Kayla van Deventer 6396 – 630 – 1 HLT3701 Exam Prep 15 Important to develop these skills even if a child can speak the language fluently. Written skills, reading and writing build on oral skills. Stronger oral skills = stronger reading and writing skills Reading and Phonics:  Written mode – you are reading written language  Phonics:Principal way children learn to read is by matching sounds to letters of the alphabet. o Needs to be taught and learnt but children also need to practise reading levelled texts.  Reading and phonics are grouped together at this level because young children is both learning to read and reading texts.  These are new skills for Foundation Phase child to learn and need to be developed and that is why it is important to teach it carefully and thoroughly.  Phonics skills of a child will have a direct impact on their ability to read and this inreturn underpin their writing skills.  Stronger reading skills = stronger writing skills Writing and handwriting: Written mode – you are writing language When writing, we express ourselves in written words instead of spoken words In order to write to express themselves, children need to learn handwriting and formation of letters. Expressive writing and handwriting are group because the young child learn to do handwriting and also to write meaningfully. Also new skills that need to be teach in Foundation Phase. Handwriting depends on the child’s fine, or small, muscle control. Ability to write for meaning will depend on the child’s exposure to oral and written texts in reading, speaking and listening activities. What information does a Home Language Curriculum for Grade 1 to 3 provides for teachers?  Curricula will differ from country to country but the overall aim for a Foundation Phase Home Language curriculum is to set light for the teachers on what the children need to learn.  CAPS = Curriculum and Assessment Policy Statement Downloaded by: engelalegrange | Distribution of this document is illegal S - The study-notes marketplace Kayla van Deventer 6396 – 630 – 1 HLT3701 Exam Prep 16 The curriculum: Provides the content that needs to be covered each year in each grade and then provides a term-by-term list of teaching and assessment requirements Explains the specific methodologies that needs to be used for the Home Language Curriculum (HLC) Downloaded by: engelalegrange | Distribution of this document is illegal S - The study-notes marketplace Kayla van Deventer 6396 – 630 – 1 HLT3701 Exam Prep 17 Integration of language use and thinking and reasoning:  Curriculum document explains that we need to incorporate to further aspects of language namely: o Language structure and use: refers to the grammatical aspects of language such as ▪ Parts of speech ▪ Tense ▪ Sentence construction ▪ Punctuation o Thinking and reasoning: refers to the skills that children need in order to think logically and clearly to solve problems.  In HL there is no specific allocation of time for language structure and use, and grammatical aspects should be integrated into the 3 other language skills.  Thinking and reasoning should also be integrated into all 3 other language skills.  Both need to be integrated into all lessons. Listening and speaking lessons: → Language structure and use should underpin the lessons in a natural way because children will learn to speak grammatically correct language and will hear grammatically correct language. → Thinking and reasoning will be needed when answering questions, giving opinions and listening to different points of view. Reading and Phonics: Language structure and use will be part of texts the children read and also part of comprehension test they will complete. Thinking and reasoning will be needed when they answer questions about texts they read and when they discuss the texts and given their opinion . Downloaded by: engelalegrange | Distribution of this document is illegal S - The study-notes marketplace Kayla van Deventer 6396 – 630 – 1 HLT3701 Exam Prep 18 Writing: • Language structure and use will be part of writing as children compose and write grammatically correct sentences in the correct tense. • Thinking and reasoning will be seen in the logical construction of their writing. Integration of the 3 groups of language skills: o Curriculum explains a second type of integration that occurs in language lessons. o Even though we group learning of language of language skills into 3 categories, we see that they do not function in isolation. o Example: when giving a reading lesson, you may need to explain a word. You will be speaking and the children will be listening. When children give you news, you might write a sentence on the board which involves writing as well as oral work.