TPN3704
ASSIGNMENT 1
DUE DATE: 28 MAY 2025
,TPF3703
ASSIGNMENT 1 2025
Use the uniform resource locator (URL) links below to obtain the necessary
information. Read the information and use the Harvard Referencing system for in-
text referencing and the list of references at the end of the assessment. Use the
mark allocations of the questions as guidelines as to the number of facts to
include in your answers.
Link 1: https://doi.org/10.5772/intechopen.1005099
Link 2: https://doi.org/10.15700/saje.v44n1a2315
Link 3: https://doi.org/10.46303/jcsr.2023.8
Link 4: https://doi.org/10.70177/ijeep.v1i6.1462
Question 1: Multicultural Classrooms
1.1 Define "modelling" as an instructional strategy.
The extract document describes "modelling" as a teaching technique where educators
actively demonstrate how to carry out a task or complete an activity, providing learners
with a clear example to follow. This method is particularly beneficial in multilingual
classrooms, especially for students learning English as an additional language, as it
allows them to observe and understand expectations before working independently.
Modelling is a fundamental element of scaffolding, ensuring learners receive
appropriate guidance to help them grasp and complete tasks effectively.
, 1.2 Identify three techniques that enhance modelling in multilingual classrooms.
Scaffolding – Implementing structured strategies to simplify learning content, ensuring
learners can process information in manageable steps.
Explicit Vocabulary Instruction – Teaching essential words through definitions,
synonyms, antonyms, and word formation strategies to strengthen language
comprehension.
Interactive Learning Activities – Engaging learners through discussions and peer
interactions to reinforce language skills and encourage the use of multiple languages.
1.3 Describe how scaffolding supports language acquisition in multilingual
classrooms, with examples.
Scaffolding aids learners by gradually introducing support mechanisms that help them
acquire new language skills. Initially, teachers provide significant assistance by using
simplified language, visual aids, and step-by-step explanations. As learners gain
confidence, the support is gradually reduced, allowing them to work independently.
For instance, when introducing a new vocabulary word, a teacher might show a relevant
image, use the word in a contextual sentence, and explain its meaning in simple terms.
Over time, as learners become more familiar with the word, they begin using it
independently, building their confidence and comprehension skills.
1.4 Design a vocabulary-based activity for a linguistically diverse classroom.
Activity: Vocabulary Matching Game
Objective: To help learners associate new words with their meanings using visuals and
sentence-building exercises.
Materials:
ASSIGNMENT 1
DUE DATE: 28 MAY 2025
,TPF3703
ASSIGNMENT 1 2025
Use the uniform resource locator (URL) links below to obtain the necessary
information. Read the information and use the Harvard Referencing system for in-
text referencing and the list of references at the end of the assessment. Use the
mark allocations of the questions as guidelines as to the number of facts to
include in your answers.
Link 1: https://doi.org/10.5772/intechopen.1005099
Link 2: https://doi.org/10.15700/saje.v44n1a2315
Link 3: https://doi.org/10.46303/jcsr.2023.8
Link 4: https://doi.org/10.70177/ijeep.v1i6.1462
Question 1: Multicultural Classrooms
1.1 Define "modelling" as an instructional strategy.
The extract document describes "modelling" as a teaching technique where educators
actively demonstrate how to carry out a task or complete an activity, providing learners
with a clear example to follow. This method is particularly beneficial in multilingual
classrooms, especially for students learning English as an additional language, as it
allows them to observe and understand expectations before working independently.
Modelling is a fundamental element of scaffolding, ensuring learners receive
appropriate guidance to help them grasp and complete tasks effectively.
, 1.2 Identify three techniques that enhance modelling in multilingual classrooms.
Scaffolding – Implementing structured strategies to simplify learning content, ensuring
learners can process information in manageable steps.
Explicit Vocabulary Instruction – Teaching essential words through definitions,
synonyms, antonyms, and word formation strategies to strengthen language
comprehension.
Interactive Learning Activities – Engaging learners through discussions and peer
interactions to reinforce language skills and encourage the use of multiple languages.
1.3 Describe how scaffolding supports language acquisition in multilingual
classrooms, with examples.
Scaffolding aids learners by gradually introducing support mechanisms that help them
acquire new language skills. Initially, teachers provide significant assistance by using
simplified language, visual aids, and step-by-step explanations. As learners gain
confidence, the support is gradually reduced, allowing them to work independently.
For instance, when introducing a new vocabulary word, a teacher might show a relevant
image, use the word in a contextual sentence, and explain its meaning in simple terms.
Over time, as learners become more familiar with the word, they begin using it
independently, building their confidence and comprehension skills.
1.4 Design a vocabulary-based activity for a linguistically diverse classroom.
Activity: Vocabulary Matching Game
Objective: To help learners associate new words with their meanings using visuals and
sentence-building exercises.
Materials:
