, BPT1501 ASSIGNMENT 4 SEMESTER 1 2026
DUE DATE 25 APRIL 2026
QUESTION 1 (Two Answers Provided)
Home Languages in Teaching
Position: For the use of home languages in teaching
The use of home languages in teaching should be encouraged, especially in early and
foundational learning, as it enhances comprehension, cognitive development, and learner
participation in the classroom (Cummins, 2000).
Firstly, home language instruction improves understanding of content because learners grasp
concepts more easily when taught in a familiar language. Secondly, it strengthens cognitive
development by allowing learners to connect new knowledge with existing linguistic
structures, which supports deeper learning (Vygotsky, 1978). Thirdly, it promotes inclusive
education by reducing language barriers that often silence learners in multilingual classrooms
(Heugh, 2011).
In classroom practice, a Grade 3 teacher explaining mathematics in isiZulu helps learners
understand addition and subtraction more effectively before transitioning to English
terminology. In a science lesson, learners discussing life cycles in their home language are
more likely to participate actively and ask questions. In everyday learning, learners often
explain homework concepts to peers in their home language, reinforcing peer-assisted
learning and collaboration.
However, there are challenges. Firstly, learners may struggle when transitioning to English or
other official languages required in higher education, creating a language gap. Secondly, there
may be a lack of teaching resources and textbooks in all home languages, limiting effective
DUE DATE 25 APRIL 2026
QUESTION 1 (Two Answers Provided)
Home Languages in Teaching
Position: For the use of home languages in teaching
The use of home languages in teaching should be encouraged, especially in early and
foundational learning, as it enhances comprehension, cognitive development, and learner
participation in the classroom (Cummins, 2000).
Firstly, home language instruction improves understanding of content because learners grasp
concepts more easily when taught in a familiar language. Secondly, it strengthens cognitive
development by allowing learners to connect new knowledge with existing linguistic
structures, which supports deeper learning (Vygotsky, 1978). Thirdly, it promotes inclusive
education by reducing language barriers that often silence learners in multilingual classrooms
(Heugh, 2011).
In classroom practice, a Grade 3 teacher explaining mathematics in isiZulu helps learners
understand addition and subtraction more effectively before transitioning to English
terminology. In a science lesson, learners discussing life cycles in their home language are
more likely to participate actively and ask questions. In everyday learning, learners often
explain homework concepts to peers in their home language, reinforcing peer-assisted
learning and collaboration.
However, there are challenges. Firstly, learners may struggle when transitioning to English or
other official languages required in higher education, creating a language gap. Secondly, there
may be a lack of teaching resources and textbooks in all home languages, limiting effective
