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ENG2611 October November PORTFILIO (COMPLETE ANSWERS) 2025 - DUE 17 October 2025

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ENG2611 October November PORTFILIO (COMPLETE ANSWERS) 2025 - DUE 17 October 2025

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Uploaded on
October 15, 2025
Number of pages
42
Written in
2025/2026
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Exam (elaborations)
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ENG2611 October
November PORTFILIO
(COMPLETE ANSWERS)
2025 - DUE 17 October
2025
NOPLAGIARISM




[School]
[Course title]

, EXAMS
ELLABORATION



ENG2611 October November PORTFILIO (COMPLETE ANSWERS) 2025 - DUE 17 October 2025

, Institution

University Of South Africa (Unisa)

Course

Applied English Language for Foundation and Interm (ENG2611)

Report




ENG2611 October November PORTFILIO (COMPLETE ANSWERS) 2025 - DUE 17 October 2025

ENG2611 October November PORTFILIO (COMPLETE ANSWERS) 2025 - DUE 17 October 2025;

100% TRUSTED Complete, trusted solutions and explanations.


October/November 2025 ENG2611 APPLIED ENGLISH LANGUAGE FOR FOUNDATION AND

INTERMEDIATE PHASE - FIRST ADDITIONAL LANGUAGE First examiner: Dr P Scordis Second

examiner: Ms N Best Refer to at least THREE academic sources to write your essay in the form

of in-text references. Include a reference list of all the sources you have referred to at the end

of your essay. Your discussion should include the following: An introductory paragraph in

, which you outline the topic and your understanding of the question. Three body paragraphs in

which you:




1) Discuss how the personal and professional experience of

educators, as described by Meier and Hartell, contribute to a

disconnect between their perceptions and the diverse

backgrounds of their learners. 2)


Disconnect Between Educator Perceptions and Learner Diversity

1. Personal Experience: Segregated Backgrounds


Meier and Hartell's work emphasizes that many educators came from and were trained in

segregated backgrounds (Source 1.1).


 Limited Cultural Knowledge: Educators' personal experiences were largely confined to

their own social, cultural, and racial groups. When they were "propelled... into teaching

learners from different racially diverse backgrounds" (Source 1.1), they often lacked the

necessary cultural knowledge and exposure to understand the diverse students in their

classrooms (Source 1.7).

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