, TMN3702 ASS 02 Due date: 31 May 2024
QUESTION 1
1.1. In the South African context, we often have classrooms with diverse
cultures and languages. Some learners may be more proficient in their
home language than in the language of instruction. Name and discuss five
ways in which you would incorporate translanguaging in your lessons, to
bridge the language gap and ensure that all learners are catered for in a
multicultural classroom. (15)
1. Using multilingual resources: Incorporate teaching materials, such as books,
posters, and worksheets, that are available in different languages to align with
the home languages of the learners. This can help students connect new
concepts with their existing knowledge and build their understanding in both
languages (Garcia, 2009).
2. Encouraging code-switching: Allow students to use their home language
alongside the language of instruction. This can help them express their
thoughts and ideas more effectively, especially when they may not have all the
vocabulary in the language of instruction. It also allows for peer learning and
collaboration (Garcia & Wei, 2014).
3. Valuing language diversity: Create a classroom environment that celebrates
and respects the linguistic diversity of the students. Encourage students to
share stories, songs, or traditions from their cultural and linguistic
backgrounds, and integrate these into lessons to create a sense of belonging
for all students (Garcia & Wei, 2014).
4. Scaffolding language development: Provide support for students to gradually
build proficiency in the language of instruction while maintaining their home
language. This can include providing bilingual glossaries, allowing for bilingual
QUESTION 1
1.1. In the South African context, we often have classrooms with diverse
cultures and languages. Some learners may be more proficient in their
home language than in the language of instruction. Name and discuss five
ways in which you would incorporate translanguaging in your lessons, to
bridge the language gap and ensure that all learners are catered for in a
multicultural classroom. (15)
1. Using multilingual resources: Incorporate teaching materials, such as books,
posters, and worksheets, that are available in different languages to align with
the home languages of the learners. This can help students connect new
concepts with their existing knowledge and build their understanding in both
languages (Garcia, 2009).
2. Encouraging code-switching: Allow students to use their home language
alongside the language of instruction. This can help them express their
thoughts and ideas more effectively, especially when they may not have all the
vocabulary in the language of instruction. It also allows for peer learning and
collaboration (Garcia & Wei, 2014).
3. Valuing language diversity: Create a classroom environment that celebrates
and respects the linguistic diversity of the students. Encourage students to
share stories, songs, or traditions from their cultural and linguistic
backgrounds, and integrate these into lessons to create a sense of belonging
for all students (Garcia & Wei, 2014).
4. Scaffolding language development: Provide support for students to gradually
build proficiency in the language of instruction while maintaining their home
language. This can include providing bilingual glossaries, allowing for bilingual
