TMN3702
ASSIGNMENT 2
ANSWERS 2026
TMN3702 ASSIGNMENT 2 ANSWERS
2026
, TMN3702 Assessment number: 2
Due date: 29 May 2026
Total marks: 42
1.1 Difference between code-switching, code-mixing, and translanguaging
- Code-switching: The deliberate or spontaneous alternation between two or more
languages within a discourse. It can occur at sentence/utterance boundaries (inter-
sentential) or within a sentence (intra-sentential) and is often used to convey
meaning, express identity, or fill a lexical gap. Example: “I went to the store, y
compré pan.”
- Code-mixing: A more fluid blending of elements from two languages within a clause
or sentence, often at the word or morpheme level, sometimes without strict
grammatical alignment. It can appear spontaneous and less formal. Example: “I
need a lápiz to write this.”
- Translanguaging: A pedagogical approach and real-world practice where speakers
draw on the full repertoire of their languages as a seamless resource for
communication and learning. It treats language boundaries as flexible and aims to
support meaning-making, identity, and access to content. In the classroom, students
might use all their languages strategically to understand and express concepts.
Example: a group translating a concept using both English and their home language
to arrive at a shared understanding.
1.2.1 Strategy you applied (2 marks)
- Strategy: Translanguaging approach with bilingual scaffolding (using both English
and learners’ Home Language in the activity).
- Rationale: By asking students to circle common nouns and then write them in
English and in their Home Language, you intentionally treat L1 and L2 as resources
to learn, validating multilingual identities and building comprehension through the full
linguistic repertoire.
ASSIGNMENT 2
ANSWERS 2026
TMN3702 ASSIGNMENT 2 ANSWERS
2026
, TMN3702 Assessment number: 2
Due date: 29 May 2026
Total marks: 42
1.1 Difference between code-switching, code-mixing, and translanguaging
- Code-switching: The deliberate or spontaneous alternation between two or more
languages within a discourse. It can occur at sentence/utterance boundaries (inter-
sentential) or within a sentence (intra-sentential) and is often used to convey
meaning, express identity, or fill a lexical gap. Example: “I went to the store, y
compré pan.”
- Code-mixing: A more fluid blending of elements from two languages within a clause
or sentence, often at the word or morpheme level, sometimes without strict
grammatical alignment. It can appear spontaneous and less formal. Example: “I
need a lápiz to write this.”
- Translanguaging: A pedagogical approach and real-world practice where speakers
draw on the full repertoire of their languages as a seamless resource for
communication and learning. It treats language boundaries as flexible and aims to
support meaning-making, identity, and access to content. In the classroom, students
might use all their languages strategically to understand and express concepts.
Example: a group translating a concept using both English and their home language
to arrive at a shared understanding.
1.2.1 Strategy you applied (2 marks)
- Strategy: Translanguaging approach with bilingual scaffolding (using both English
and learners’ Home Language in the activity).
- Rationale: By asking students to circle common nouns and then write them in
English and in their Home Language, you intentionally treat L1 and L2 as resources
to learn, validating multilingual identities and building comprehension through the full
linguistic repertoire.
