FLT 3702 ASSIGNMENT 2 YEAR 2023

FIRST ADDITIONAL LANGUAGE TEACHING IN
THE FOUNDATION PHASE

FLT 3702

ASSIGNMENT 2

YEAR 2023


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Read the scenario below, then answer the questions that follow: In Mrs Selepe’ s

Grade 3 class, the learners are seated in a reading circle. Each learner has an English

text as a First Additional Language reading book. They proceed to read the text out

aloud chorally. Initially, an observer may think that the learners are reading well, with an

accent from their home language. However, the more you listen, the more it becomes

clear that the learners are not using the correct intonation. When the teacher questions

them on the content of the story they are reading, the majority cannot answer

appropriately. They do not understand what they are reading and are unable to derive
meaning from the text. The children are simply “word calling” or “barking at print”.

,Adapted from Hugo and Lenyai (2016), Teaching English as a First Additional

Language

1.1 The above scenario illustrates that, while decoding is an important and necessary

skill in reading development, it does not automatically result in enhanced reading

comprehension skills. Provide THREE (3) reasons why you agree or disagree with this

statement. (10)

1.2 Describe how the use of the following strategies can enhance reading with

understanding:

1.2.1 Phonological awareness

1.2.2 Frame of reference

1.2.3 Images and pictures (9)

1.3 Briefly explain how Grade 3 learners’ reading levels can have an impact on their

learning in Grade 4 and in the higher grades, where English is the language of teaching

and learning (LoLT). Give TWO (2) reasons. (4)

1.4 What do the phrases “word calling” or “barking at print” mean? (2)




1.1 Three reasons why I agree with the statement that decoding does not automatically

result in enhanced reading comprehension skills are:

Vocabulary knowledge: Decoding focuses on recognizing and pronouncing individual

words, but it does not guarantee an understanding of their meanings. Reading

comprehension requires a strong vocabulary to comprehend the nuances and context of

, the text. If learners lack vocabulary knowledge, they may struggle to comprehend the

text even if they can decode the words accurately.




Fluency: While decoding helps in word recognition, reading comprehension also relies

on fluent reading. Fluent readers can read with appropriate phrasing, intonation, and

expression, which aids in understanding the text. If learners are solely focused on

decoding individual words, they may struggle to read smoothly and fail to grasp the

overall meaning of the text.




Background knowledge: Comprehension involves connecting new information with prior

knowledge. Decoding skills alone do not develop background knowledge or provide a

context for understanding the text. Learners need to have prior knowledge and

experiences related to the topic or content of the text to make meaningful connections

and derive deeper comprehension.




1.2 Strategies that can enhance reading with understanding:




1.2.1 Phonological awareness: Phonological awareness refers to the ability to identify

and manipulate the sounds of spoken language. By developing phonological awareness,

learners become more attuned to the sounds in words, which helps them recognize and

decode words more effectively. It also improves their understanding of the sound-

symbol relationship, enabling them to make connections between spoken and written
language.