TMN3702 Assignment 2
(COMPLETE ANSWERS)
2025 - DUE 30 May 2025
For assistance contact
Email:
,Question 1: Curriculum and Assessment Policy Statement (CAPS)
1.1 Explain the oral activity and its intention. (3)
An oral activity can be a "Storytelling Chain" where pupils collaborate to build a story. The
teacher starts with a sentence, and then every pupil contributes a sentence to build on the story.
The goal is to develop learners' ability to use oral communication
purposefully, that is, in narrating a story and building a coherent narrative. It also aims
to build their listening ability as they need to listen to the final sentence so that they can insert an
appropriate one.
1.2 Explain how it builds specific Foundation Phase listening and speaking outcomes. (2)
It is based on Foundation Phase outcomes such as "listening for information and enjoyment" as
learners listen to others' contributions.
It is also based on "sharing ideas and experiences in spoken language" as learners add their
own contributions to the story.
1.3 Demonstrate how it supports Intermediate Phase CAPS expectations for oral language use.
(2)
It addresses Intermediate Phase standards by asking students to participate
in a discussion (although a controlled one) and to organize and express their
ideas well and in an orderly manner (in the form of the narrative).
1.4
Describe at least one way the activity supports learners with low language proficiency. (3)
The exercise is beneficial to lower language ability learners since it provides a scaffolded
structure. Each learner must produce only one
sentence, which reduces the burden of creating longer discourse. The
collaborative environment also allows learners to acquire from each other.
Question 2: Teaching a Home Language in a Multicultural Context
2.1 Refer and discuss ways in which code-switching can help reduce language challenges in a
multilingual classroom setting. (10)
The teacher can use code-switching to give detailed explanations for complex
concepts using an easily understandable language. This can make understanding easier and
reduce anxiety.
Students can use code-switching in peer group work to clarify meaning and support each other's
understanding.
This facilitates communication and information sharing.
Code-switching will also authenticate students' home languages and create a
more heterogeneous classroom.
2.2 Discuss the advantages and disadvantages of using translanguaging in a multilingual-
, learner focused language class. (10)
Advantages:
Encourages the utilization of learners' entire linguistic repertoire, respecting all languages.
Facilitates understanding and knowledge building by enabling learners to retrieve information
and communicate in several languages.
Promotes a feeling of belonging and confirms learners' identities.
Disadvantages:
Can result in insufficient emphasis on building target-language proficiency.
May be difficult for non-multilingual teachers.
Can be unsupported by standardized tests which generally measure monolingual competence.
2.3 Describe the ways in which language and cultural
diversity among learners influence language teaching. (5)
Teachers have to use multiple teaching methods in order to provide for various styles of learning
as well as differing linguistic backgrounds.
Curriculum content should be relevant and inclusive of many cultures to arouse interest and
respect.
Varied assessment techniques are required to accommodate students with different
language abilities.
Classroom management needs to be culturally sensitive in terms of norms and
communication patterns.
Effective intercultural communication skills are required of teachers to facilitate learning.
Question 3: Teaching a Home Language in a Multicultural Context
3.1 Explain how code-switching can be considered a bad process in the development of a
language. (5)
Code-switching can be considered as a bad process if it gives an impression that a language is
being "corrupted" or "diluted".
Some developers of languages are concerned that it may retard the development of standardized
forms and words of a language.
There are concerns that it could contribute to a decline in the proficiency of the "pure" form of
the language, especially among younger generations.
3.2 Discuss the role teachers and learners can play in preventing perpetuating further the
dominant role of English in education. (10)
Teachers:
Actively promote the use of learners' home languages in the classroom.
Create and utilize teaching resources that engage more than one language.
Use translanguaging strategies to take advantage of learners' multilingualism.
Campaign for policies that promote multilingual education.
Learners:
(COMPLETE ANSWERS)
2025 - DUE 30 May 2025
For assistance contact
Email:
,Question 1: Curriculum and Assessment Policy Statement (CAPS)
1.1 Explain the oral activity and its intention. (3)
An oral activity can be a "Storytelling Chain" where pupils collaborate to build a story. The
teacher starts with a sentence, and then every pupil contributes a sentence to build on the story.
The goal is to develop learners' ability to use oral communication
purposefully, that is, in narrating a story and building a coherent narrative. It also aims
to build their listening ability as they need to listen to the final sentence so that they can insert an
appropriate one.
1.2 Explain how it builds specific Foundation Phase listening and speaking outcomes. (2)
It is based on Foundation Phase outcomes such as "listening for information and enjoyment" as
learners listen to others' contributions.
It is also based on "sharing ideas and experiences in spoken language" as learners add their
own contributions to the story.
1.3 Demonstrate how it supports Intermediate Phase CAPS expectations for oral language use.
(2)
It addresses Intermediate Phase standards by asking students to participate
in a discussion (although a controlled one) and to organize and express their
ideas well and in an orderly manner (in the form of the narrative).
1.4
Describe at least one way the activity supports learners with low language proficiency. (3)
The exercise is beneficial to lower language ability learners since it provides a scaffolded
structure. Each learner must produce only one
sentence, which reduces the burden of creating longer discourse. The
collaborative environment also allows learners to acquire from each other.
Question 2: Teaching a Home Language in a Multicultural Context
2.1 Refer and discuss ways in which code-switching can help reduce language challenges in a
multilingual classroom setting. (10)
The teacher can use code-switching to give detailed explanations for complex
concepts using an easily understandable language. This can make understanding easier and
reduce anxiety.
Students can use code-switching in peer group work to clarify meaning and support each other's
understanding.
This facilitates communication and information sharing.
Code-switching will also authenticate students' home languages and create a
more heterogeneous classroom.
2.2 Discuss the advantages and disadvantages of using translanguaging in a multilingual-
, learner focused language class. (10)
Advantages:
Encourages the utilization of learners' entire linguistic repertoire, respecting all languages.
Facilitates understanding and knowledge building by enabling learners to retrieve information
and communicate in several languages.
Promotes a feeling of belonging and confirms learners' identities.
Disadvantages:
Can result in insufficient emphasis on building target-language proficiency.
May be difficult for non-multilingual teachers.
Can be unsupported by standardized tests which generally measure monolingual competence.
2.3 Describe the ways in which language and cultural
diversity among learners influence language teaching. (5)
Teachers have to use multiple teaching methods in order to provide for various styles of learning
as well as differing linguistic backgrounds.
Curriculum content should be relevant and inclusive of many cultures to arouse interest and
respect.
Varied assessment techniques are required to accommodate students with different
language abilities.
Classroom management needs to be culturally sensitive in terms of norms and
communication patterns.
Effective intercultural communication skills are required of teachers to facilitate learning.
Question 3: Teaching a Home Language in a Multicultural Context
3.1 Explain how code-switching can be considered a bad process in the development of a
language. (5)
Code-switching can be considered as a bad process if it gives an impression that a language is
being "corrupted" or "diluted".
Some developers of languages are concerned that it may retard the development of standardized
forms and words of a language.
There are concerns that it could contribute to a decline in the proficiency of the "pure" form of
the language, especially among younger generations.
3.2 Discuss the role teachers and learners can play in preventing perpetuating further the
dominant role of English in education. (10)
Teachers:
Actively promote the use of learners' home languages in the classroom.
Create and utilize teaching resources that engage more than one language.
Use translanguaging strategies to take advantage of learners' multilingualism.
Campaign for policies that promote multilingual education.
Learners:
