FLT3701 FIRST ADDITIONAL LANGUAGE TEACHING

FLT3701 FIRST ADDITIONAL LANGUAGE TEACHING IN THE FOUNDATION PHASE Question 1 1.1) I agree, using decoding works step by step. It does not automatically result in enhanced reading comprehension skills. We have to begin by developing learner’s vocabulary by explaining difficult or unknown words. Understanding the meaning of a text can be difficult at times. We can also find the meaning of a text through asking questions. Decoding involves reading, asking questions, giving answers which are meaningful and engaging in text on a deeper level which helps readers gain a deeper understanding of the themes or ideas in a text and evaluation of them. These are the steps that can be used to lead to an enhanced comprehension skill. 1.2) a- Phonological awareness- this refers to the ability to recognise the spoke parts of sentences and words, also the ability to identify words that rhyme, syllable or alliteration. It can enhance reading by not only hearing different sound but also manipulate sounds in words. Learners pick up on the rhyme of words and try to make sense of it or think of other words that rhyme with what they have read and can help them understand the meaning of the text better. b) Frame of reference- is how you interpret what you read. Teachers often introduce the information about time period or the author basically the world around the story. This enables learners to take a variety of information and process it based on our own experience. It promotes quick decision making. c) images and pictures- picture books are important part of learning how to read especially in young learners. Pictures make books fun to read and allows children to learn new words quickly. Learners also begin to associate the pictures with the text as the pictures makes it easy for them to gather what the text is. 1.3) The main aim for teaching English as a first additional language in the foundation phase is to be able to use English as a medium of instruction from grade four. Learners must have an above average knowledge of English as a first additional language in order to use it as a medium of instruction. Language of learning and teaching does not need knowledge of literature but of language so that learners can understand, speak English, read and write using English first additional language to study the subjects offered in the intermediate phase and higher phases. 1.4) Word calling is efficient word identification with a lack of comprehension. Barking at the print is engaging in decoding with little to no comprehension of what the text means. Question 2 2.1 Print-rich classroom- these are very effective for incidental reading, memorising and learning of words. Learners are able to memorise, learn and recall words from captions, labels, charts and other print displayed in the classroom. While learners look at charts, labels and other prints daily, they are able to extend their vocabulary by associating the illustrations with words. Teachers should label items like the door, window or desk but also make sure the content is grade appropriate and not overcrowded. 2.2 Shared reading approach- During shared reading the teacher reads with the whole class. The teacher practices reading several times with the learners until they become familiar with the text. The teacher reads aloud and the learners read the same. Using resources such as large books, use one resource at a time during shared reading and forms the central reading point in the class. The text of the book should be simple and grade appropriate, based on a theme, have a clear story with colourful pictures to support the story. The texts develop learner’s additional language through repeated reading and the discussion of the pictures. 2.3 Grammar translation approach- this involved translating a home language directly into a language which had to be learned; generally, this was a foreign language. The translation pays attention to grammar rules so that there are no errors, but it does not allow learners to learn the new language within a context that was personal and relevant to their surroundings. There was no focus on speaking and producing original writing in the learned language. The teacher played a central role as all work was constantly checked for errors.