, TEACHING AND LEARNING FIRST ADDITIONAL LANGUAGE IN
FOUNDATION PHASE
TUTORIAL LETTERS Lecturers contact details
Includes assignment 1 and 2
Tutorial letter 201 Assignment feedback and exam guidelines
Study Guide Only study guide
No prescribed books
OUTLINE OF MODULE
This study unit is organised into six study units.
Study unit 1 Policy Guidelines for the Teaching and Learning of a First
Additional Language in South Africa
Study unit 2 Understanding and Facilitation of Language Skills in The
Foundation Phase Classroom
Study unit 3 Understanding and Interpreting Second Language Policies for
facilitation in the Foundation Phase Classroom
Study unit 4 Understanding and Applying Language Theories to Teaching and
Learning and Its Implications on The Teaching Language
Study unit 5 Teaching Language Skills Using Different Strategies and
Methodologies
Study unit 6 Designing and Implementing Appropriate Assessment Tools for
Assessing the Level of Language Development of Learners
, ASSESSMENT RUBRIC FOR TEACHING PRACTICE
FLT3701 + TPF3704
Assessment rubrics describes the assessment criteria and expected
performance standards that will be used to assess and evaluate students’ work,
rather than assigning a single subjective score
When to use the self-assessment rubric
Before After
During
complete the
Familiarise Evaluate your self-evaluation
yourself with the own work against reflection: by
teaching practice the criteria as it self-assessing
assessment and progresses your work
marking rubric
, MODULE OUTCOMES
Outcome 2
Outcome 1
In depth understanding and facilitation of
Policy guidelines for the teaching and language skills in the Foundation Phase
learning of FAL in South Africa is analysed classroom
Outcome 3 Outcome 4
Understanding and interpretation of the Understand and apply the language
second language policies and the facilitation theories on language teaching and
thereof in the classroom learning and their implication of teaching
Outcome 6
Outcome 5
Design and implement appropriate
Teach language skills by using different
assessment tools for assessing the level
strategies and methodologies
of language development of learners
WHAT IS OUR TASKS AS TEACHERS?
• To help the children to learn to understand, speak and write English.
• Have understanding of principles which should underlie the choice of the
language items included (sequence and arrangement.
• Children's environment and context.
• Concepts introduced should be suitable for the stages of development of the
children.
• Learning should be interesting.
NB: English needs vary from school to school and class to class.
FOUNDATION PHASE
TUTORIAL LETTERS Lecturers contact details
Includes assignment 1 and 2
Tutorial letter 201 Assignment feedback and exam guidelines
Study Guide Only study guide
No prescribed books
OUTLINE OF MODULE
This study unit is organised into six study units.
Study unit 1 Policy Guidelines for the Teaching and Learning of a First
Additional Language in South Africa
Study unit 2 Understanding and Facilitation of Language Skills in The
Foundation Phase Classroom
Study unit 3 Understanding and Interpreting Second Language Policies for
facilitation in the Foundation Phase Classroom
Study unit 4 Understanding and Applying Language Theories to Teaching and
Learning and Its Implications on The Teaching Language
Study unit 5 Teaching Language Skills Using Different Strategies and
Methodologies
Study unit 6 Designing and Implementing Appropriate Assessment Tools for
Assessing the Level of Language Development of Learners
, ASSESSMENT RUBRIC FOR TEACHING PRACTICE
FLT3701 + TPF3704
Assessment rubrics describes the assessment criteria and expected
performance standards that will be used to assess and evaluate students’ work,
rather than assigning a single subjective score
When to use the self-assessment rubric
Before After
During
complete the
Familiarise Evaluate your self-evaluation
yourself with the own work against reflection: by
teaching practice the criteria as it self-assessing
assessment and progresses your work
marking rubric
, MODULE OUTCOMES
Outcome 2
Outcome 1
In depth understanding and facilitation of
Policy guidelines for the teaching and language skills in the Foundation Phase
learning of FAL in South Africa is analysed classroom
Outcome 3 Outcome 4
Understanding and interpretation of the Understand and apply the language
second language policies and the facilitation theories on language teaching and
thereof in the classroom learning and their implication of teaching
Outcome 6
Outcome 5
Design and implement appropriate
Teach language skills by using different
assessment tools for assessing the level
strategies and methodologies
of language development of learners
WHAT IS OUR TASKS AS TEACHERS?
• To help the children to learn to understand, speak and write English.
• Have understanding of principles which should underlie the choice of the
language items included (sequence and arrangement.
• Children's environment and context.
• Concepts introduced should be suitable for the stages of development of the
children.
• Learning should be interesting.
NB: English needs vary from school to school and class to class.
