TMN3701
ASSIGNMENT 3
DUE DATE: 6 JULY 2026
, TMN3701 ASSIGNMENT 3 2026
DUE 6 JULY 2026
Read the following classroom scenario and answer the questions that follow. Ms Zungu
is a Grade 6 EFAL teacher who has noticed that her learners are frequently using "SMS
language" (e.g., "2N8", "LOL", "CU L8R"), or slang words (sometimes from their own
language) in their formal creative writing assignments. The learners struggle to "code-
switch" to the standard English required for school and professional contexts. Ms Zungu
decides to design a writing lesson focused on sociolinguistic competence to help them
understand when different registers are appropriate.
QUESTION 1
1.1 Define sociolinguistic competence and explain why it is essential for Teaching
English First Additional Language (EFAL) learners to understand the boundaries
between standard and non-standard English.
Sociolinguistic competence means knowing how to use language correctly in different
social situations. It is not just about knowing grammar and vocabulary. It is about
knowing what to say, how to say it, and when to say it to different people. For example,
the way you speak to your principal is different from the way you speak to your best
friend (TMN3701 Study Guide, 2020, p. 186).
Different situations need different language: Learners must know that standard
English is used for formal situations like writing a letter to a teacher, giving a speech,
or writing a school report. Non-standard English, like slang or SMS language, is only
for informal situations like talking to friends or sending a quick message (CAPS,
2011, p. 8).
To be taken seriously: If learners use non-standard English in a formal context,
people may not take them seriously or they may not get their message across
ASSIGNMENT 3
DUE DATE: 6 JULY 2026
, TMN3701 ASSIGNMENT 3 2026
DUE 6 JULY 2026
Read the following classroom scenario and answer the questions that follow. Ms Zungu
is a Grade 6 EFAL teacher who has noticed that her learners are frequently using "SMS
language" (e.g., "2N8", "LOL", "CU L8R"), or slang words (sometimes from their own
language) in their formal creative writing assignments. The learners struggle to "code-
switch" to the standard English required for school and professional contexts. Ms Zungu
decides to design a writing lesson focused on sociolinguistic competence to help them
understand when different registers are appropriate.
QUESTION 1
1.1 Define sociolinguistic competence and explain why it is essential for Teaching
English First Additional Language (EFAL) learners to understand the boundaries
between standard and non-standard English.
Sociolinguistic competence means knowing how to use language correctly in different
social situations. It is not just about knowing grammar and vocabulary. It is about
knowing what to say, how to say it, and when to say it to different people. For example,
the way you speak to your principal is different from the way you speak to your best
friend (TMN3701 Study Guide, 2020, p. 186).
Different situations need different language: Learners must know that standard
English is used for formal situations like writing a letter to a teacher, giving a speech,
or writing a school report. Non-standard English, like slang or SMS language, is only
for informal situations like talking to friends or sending a quick message (CAPS,
2011, p. 8).
To be taken seriously: If learners use non-standard English in a formal context,
people may not take them seriously or they may not get their message across
