TMN3701 Assignment

TMN3701 Assignment 2 2023 QUESTION 1 A debate was held in the department of Language Education, Arts and Culture, during which the participants discussed the role of the home language in the acquisition of a first additional language. One group of colleagues believed the home language does not have an influence on the acquisition of an additional language, while the other group argued that the home language plays a vital role in the acquisition of a first additional language 1.1 If you were part of the above conversation, what would have been your opinion regarding the role of the home language? Provide evidence to support your answer. In my opinion, the home language can have a significant influence on the acquisition of a first additional language. Research suggests that students who have a strong foundation in their home language are better equipped to learn additional languages (Cummins, 1979; Baker, 2006). This is because students who have developed strong cognitive and linguistic skills in their home language can transfer these skills to the learning of an additional language. Furthermore, students who are encouraged to maintain and develop their home language alongside learning an additional language have been found to perform better academically (Garcia, 2009). Therefore, I believe that acknowledging and valuing a student's home language can enhance their ability to acquire an additional language. 1.2. When teaching an additional language, it is important to incorporate comprehensible input, interaction, and comprehensible output. Discuss the communicative approach to additional language teaching, by linking the communicative approach to the role that input, interaction, and output play in that context. The communicative approach to language teaching emphasizes the importance of providing students with opportunities to use the language in meaningful contexts, with a focus on communication rather than simply rote learning of grammar rules and vocabulary. Comprehensible input, interaction, and output are central to this approach. Comprehensible input refers to language that is slightly beyond the student's current level of proficiency but can still be understood with the help of context and other cues. Interaction involves students communicating with each other in the target language, while comprehensible output refers to the production of language that is both accurate and meaningful. In the communicative approach, teachers focus on creating opportunities for students to engage in authentic communication, such as through role-play, discussions, and debates. This approach emphasizes the development of communicative competence rather than linguistic competence, which means that students not only learn the rules of the language but also how to use the language effectively in real-life situations. 1.3. Unit 3 of the study guide discusses different teaching approaches that a language teacher should adopt in his/her practice. Explain what is meant by the Total Physical Response (TPR). Explain how you would use this approach when teaching English first additional language in the Intermediate Phase. Total Physical Response (TPR) is a teaching approach that emphasizes the use of physical movement to aid language learning. This approach was developed by James Asher in the 1960s and is based on the idea that language learning is most effective when it involves the whole body. When using TPR to teach English first additional language in the Intermediate Phase, I would incorporate physical movements and actions to help students understand and remember vocabulary and grammar structures. For example, I might ask students to stand up and act out verbs as they learn them, or use hand gestures to illustrate different parts of speech. This approach can be especially effective for younger learners who may struggle to focus for extended periods of time, as it encourages movement and engagement. In addition to physical movements, I would also incorporate TPR into activities that involve listening and speaking. For example, I might give students commands in English and ask them to perform corresponding actions, such as "stand up" or "turn around." This helps to reinforce vocabulary and grammar structures while also providing an opportunity for students to practice their listening and speaking skills. QUESTION 2 The following recipe appears in the learners’ reader: SPINACH, FETA AND CHEESE MACARONI Ingredients 5 cups of spinach 1 lemon, juiced 8 tablespoons of unsalted butter ½ cup of flour 3½ cups of milk A pinch of salt 1 cup of grated cheese ¾ cup of feta cheese 1 kg of pre-cooked Macaroni Method (1) Toss lemon juice and spinach in a bowl and heat in the microwave until it begins to wilt. (2) Melt butter on the stovetop, whisk in the flour and cook for 3 minutes. (3) Slowly whisk in milk and add the salt. (4) Add in the grated cheese and stir until melted. (5) Mix in the feta and spinach. (6) Add in cooked macaroni, and serve immediately. (8) Enjoy. You want to teach learners to write their own recipe or instructions for making or doing something. Explain how you would take them through the different phases of the writing process to come up with a product (their own recipe or instructions for making or doing something). (Remember: You will not receive any marks for a general discussion of the writing phases – you need to explain how you would teach them to write a recipe or instructions during the writing process. The focus is on the writing process, not the demonstration of a recipe!)