HED4807 Assignment 5
PORTFOLIO
(COMPLETE
ANSWERS) 2024 -
DUE 13 January 2025
FOR ASSISTANCE CONTACT
EMAIL:
, QUESTON 1: LANGUAGE EDUCATION POLICIES (15) 1.1 Provide your own interpretation of how
the LiEP has influenced language learning and teaching, and whether it has promoted
multilingualism. (5) 1.2 What is your recommendation on how the language of teaching and
learning (LoLT) should be chosen. Substantiate your view referring to first and additional
language theories and policy documents. (10)
QUESTION 2: THEORIES (20) 2.1 Discuss shortcomings that behaviourism as a theory of
language acquisition presents. (4) 2.2 The behaviourist, nativist, socio-interactivist and cognitive
development theories each provides unique perspectives on language acquisition and
development, and they can complement each other in various ways. Provide a summary of how
the nativist and socio-interactivist theories explain how language is acquired. (6) 2.3 Explain in
your own words what scaffolding in language learning means. (5) 2.4 By referring to Vygostsky’s
zone of proximal development explain why an exercise such as the cloze procedure is effective
in scaffolding language learning.
(5) QUESTION 3: MULTILINGUALISM (20) Read the following abstract and answer the question
that follows. Perceptions of Grade 11 Setswana Home Language Learners Regarding English as
The Language of Learning and Teaching in a Rural South African School. ABSTRACT South
African learners are among the millions globally who learn English as a second language and use
it as the language of learning and teaching at various stages of their educational careers. The
literature abounds with views from language and education experts confirming that proficiency
in the language of teaching and learning is crucial for academic success. However, the voices of
the learners themselves are absent in discussions on this crucial matter. This study investigated
the perceptions of Setswana Home Language learners about studying English as a subject and
using it as the language of teaching and learning. The research focused on Grade 11 Setswana
Home Language learners in a rural public secondary school in the Bojanala Education District,
North-West Province, South Africa. Guided by Vygotsky’ socio-cultural theory, this single case
qualitative study collected data through a questionnaire administered to a purposefully sampled
Grade 11 English First Additional Language class, with qualitative analysis of the responses.
Findings revealed that learners felt they did not have a thorough understanding of English;
lacked confidence in speaking it; had poor speaking and writing skills, preferred Setswana as the
language of teaching and learning, were exposed to the use of both their home language and
English in the classroom and lacked sufficient access to English in their home environments
(Azagsiab and Manyike, 2024). 3.1 Based on the findings in the abstract, what are the factors
that contribute to the learners' lack of confidence in speaking English despite being exposed to
it in the classroom? (5) 3.2 Use the table below to illustrate how the teachers could teach grade
11 Setswana learners and overcome the challenges they have with English as a second language.
Culturally sustaining pedagogy in combination with the translanguaging approach Language
teaching aspects Brief description of the aspects Your application of these aspects in the
language lesson Translanguaging approach Building a classroom ecology where multilingual
learners can make meaning and legitimising home language practices (5) Socio-cultural theory
Social interactions are primarily responsible for learning a first additional language. Interaction
within the zone of proximal development is critical. (5) First-additional language approaches
Choose a first additional language approach from learning unit 4 that you will apply. (5)
PORTFOLIO
(COMPLETE
ANSWERS) 2024 -
DUE 13 January 2025
FOR ASSISTANCE CONTACT
EMAIL:
, QUESTON 1: LANGUAGE EDUCATION POLICIES (15) 1.1 Provide your own interpretation of how
the LiEP has influenced language learning and teaching, and whether it has promoted
multilingualism. (5) 1.2 What is your recommendation on how the language of teaching and
learning (LoLT) should be chosen. Substantiate your view referring to first and additional
language theories and policy documents. (10)
QUESTION 2: THEORIES (20) 2.1 Discuss shortcomings that behaviourism as a theory of
language acquisition presents. (4) 2.2 The behaviourist, nativist, socio-interactivist and cognitive
development theories each provides unique perspectives on language acquisition and
development, and they can complement each other in various ways. Provide a summary of how
the nativist and socio-interactivist theories explain how language is acquired. (6) 2.3 Explain in
your own words what scaffolding in language learning means. (5) 2.4 By referring to Vygostsky’s
zone of proximal development explain why an exercise such as the cloze procedure is effective
in scaffolding language learning.
(5) QUESTION 3: MULTILINGUALISM (20) Read the following abstract and answer the question
that follows. Perceptions of Grade 11 Setswana Home Language Learners Regarding English as
The Language of Learning and Teaching in a Rural South African School. ABSTRACT South
African learners are among the millions globally who learn English as a second language and use
it as the language of learning and teaching at various stages of their educational careers. The
literature abounds with views from language and education experts confirming that proficiency
in the language of teaching and learning is crucial for academic success. However, the voices of
the learners themselves are absent in discussions on this crucial matter. This study investigated
the perceptions of Setswana Home Language learners about studying English as a subject and
using it as the language of teaching and learning. The research focused on Grade 11 Setswana
Home Language learners in a rural public secondary school in the Bojanala Education District,
North-West Province, South Africa. Guided by Vygotsky’ socio-cultural theory, this single case
qualitative study collected data through a questionnaire administered to a purposefully sampled
Grade 11 English First Additional Language class, with qualitative analysis of the responses.
Findings revealed that learners felt they did not have a thorough understanding of English;
lacked confidence in speaking it; had poor speaking and writing skills, preferred Setswana as the
language of teaching and learning, were exposed to the use of both their home language and
English in the classroom and lacked sufficient access to English in their home environments
(Azagsiab and Manyike, 2024). 3.1 Based on the findings in the abstract, what are the factors
that contribute to the learners' lack of confidence in speaking English despite being exposed to
it in the classroom? (5) 3.2 Use the table below to illustrate how the teachers could teach grade
11 Setswana learners and overcome the challenges they have with English as a second language.
Culturally sustaining pedagogy in combination with the translanguaging approach Language
teaching aspects Brief description of the aspects Your application of these aspects in the
language lesson Translanguaging approach Building a classroom ecology where multilingual
learners can make meaning and legitimising home language practices (5) Socio-cultural theory
Social interactions are primarily responsible for learning a first additional language. Interaction
within the zone of proximal development is critical. (5) First-additional language approaches
Choose a first additional language approach from learning unit 4 that you will apply. (5)
