FIRST ADDITIONAL LANGUAGE TEACHING IN THE FOUNDATION
PHASE FLT3701 IN THE UNIVERSITY OF SOUTH AFRICA QUESTIONS
AND ANSWERS
Question 1 1.1 1.1.1 A FAL is not necessarily the learner's home language - A teacher
must bare in mind that learners may have never heard the language before, let alone
understand what the spoken, or worse, written language means. The introduction of an
additional language may cause confusion and a potential dislike toward the language.
Hence, it is important for the teacher to introduce the language gradually and make
learning as fun as possible. 1.1.2 A FAL should not be imposed on learners Teachers
should bear in mind that young learners may become intimidated by a new language if
they are forced to learn it. Learning should be more natural, play based, and also
incidental in the foundation phase. A FAL should be gradually introduced to learners in
'small dosages' and progress as learners do, so that learners do not become
overwhelmed with the language. Practice patience with learners and allow them time
to adjust. Remember that not all learners learn in the say way or in the same pace. If a
learner is unable to recognise a sound, letter, or word in the a FAL the teacher should
not impose it on the learner but rather try to come up with innovative and exciting
ways to impart the language to learners. 1.1.3A FAL should be taught using an
interactive teaching approach Since learners are learning a FAL for the first time,
teaching approaches should be interactive and kept simple. The teachers teaching style
should be kept conversational and responsive. Teachers need to prepare lessons around
activities that allow for maximum communication and learner responses during
interaction. The purpose of a FAL is to allow the learner to communicate in the
language. Hence, learning activities should be kept more oral and practical to promote
communication 1.1.4 FAL teaching is also influenced by the learners' home language
, and 'additive bilingualism' Learners are often unfamiliar with a FAL and greater efforts
may be required by the foundation phase teacher to introduce and teach learners the
language skills of a FAL. These language skills have to be constantly developed and
improved upon for language competency. If learners know their home language it is
easier for them to acquire knowledge of an additional language as they compare the
two languages and transfer and apply the skills from their home language to the
FAL.If learners learn phonics in their home language, they will already be familiar
with certain sound-spelling relationships. They then need to apply this knowledge in
English and learn only those sound-spelling relationships that are different in
English.In other
words, the FAL literacy skills are influenced by and built on from the home language
skills, and referred to as 'additive bilingualism 1.1.5 FAL content and context should
show progression in each grade Lessons in Grade R and Grade 1 should be
concentrated mainly on oral and practical activities to build a strong oral foundation.
This oral foundation progresses to activities which include writing in Grade 2 and
Grade 3.As learners develop their understanding of the FAL, give them plenty of
opportunities to speak the language in simple ways. Remember to acknowledge and
nurture the learners' prior knowledge, history and heritage when selecting resources
for teaching, such as stories, etc. The context for learning should also be grade
appropriate and responsive to learning a FAL. 1.2 1.F 2.G 3.C 4.J 5.H 6.D 7.A 8.B 9.E
10.I
Question 2 2.1 a)Monitor hypothesis -refers to the relationship between 'learning' and
'acquiring' a language and how learning influences language acquisition. This implies
that when learning a first additional language, learners correct the errors they make by
PHASE FLT3701 IN THE UNIVERSITY OF SOUTH AFRICA QUESTIONS
AND ANSWERS
Question 1 1.1 1.1.1 A FAL is not necessarily the learner's home language - A teacher
must bare in mind that learners may have never heard the language before, let alone
understand what the spoken, or worse, written language means. The introduction of an
additional language may cause confusion and a potential dislike toward the language.
Hence, it is important for the teacher to introduce the language gradually and make
learning as fun as possible. 1.1.2 A FAL should not be imposed on learners Teachers
should bear in mind that young learners may become intimidated by a new language if
they are forced to learn it. Learning should be more natural, play based, and also
incidental in the foundation phase. A FAL should be gradually introduced to learners in
'small dosages' and progress as learners do, so that learners do not become
overwhelmed with the language. Practice patience with learners and allow them time
to adjust. Remember that not all learners learn in the say way or in the same pace. If a
learner is unable to recognise a sound, letter, or word in the a FAL the teacher should
not impose it on the learner but rather try to come up with innovative and exciting
ways to impart the language to learners. 1.1.3A FAL should be taught using an
interactive teaching approach Since learners are learning a FAL for the first time,
teaching approaches should be interactive and kept simple. The teachers teaching style
should be kept conversational and responsive. Teachers need to prepare lessons around
activities that allow for maximum communication and learner responses during
interaction. The purpose of a FAL is to allow the learner to communicate in the
language. Hence, learning activities should be kept more oral and practical to promote
communication 1.1.4 FAL teaching is also influenced by the learners' home language
, and 'additive bilingualism' Learners are often unfamiliar with a FAL and greater efforts
may be required by the foundation phase teacher to introduce and teach learners the
language skills of a FAL. These language skills have to be constantly developed and
improved upon for language competency. If learners know their home language it is
easier for them to acquire knowledge of an additional language as they compare the
two languages and transfer and apply the skills from their home language to the
FAL.If learners learn phonics in their home language, they will already be familiar
with certain sound-spelling relationships. They then need to apply this knowledge in
English and learn only those sound-spelling relationships that are different in
English.In other
words, the FAL literacy skills are influenced by and built on from the home language
skills, and referred to as 'additive bilingualism 1.1.5 FAL content and context should
show progression in each grade Lessons in Grade R and Grade 1 should be
concentrated mainly on oral and practical activities to build a strong oral foundation.
This oral foundation progresses to activities which include writing in Grade 2 and
Grade 3.As learners develop their understanding of the FAL, give them plenty of
opportunities to speak the language in simple ways. Remember to acknowledge and
nurture the learners' prior knowledge, history and heritage when selecting resources
for teaching, such as stories, etc. The context for learning should also be grade
appropriate and responsive to learning a FAL. 1.2 1.F 2.G 3.C 4.J 5.H 6.D 7.A 8.B 9.E
10.I
Question 2 2.1 a)Monitor hypothesis -refers to the relationship between 'learning' and
'acquiring' a language and how learning influences language acquisition. This implies
that when learning a first additional language, learners correct the errors they make by
