, PLEASE USE THIS DOCUMENT AS A GUIDE ONLY
QUESTION 1
1.1 Language theories
1.1.1 In your own words, define the term First Additional Language.
A First Additional Language (FAL) is a language that a person learns in addition to their mother
tongue or home language. In the South African school context, it is a language that is taught and
learned alongside the Language of Learning and Teaching (LOLT), with the aim of developing
proficiency in a second official language, often in preparation for using it as a medium of instruction
in later grades (FLT3701, Study Guide, p. 12).
1.1.2 Create and apply two different classroom activities, each demonstrating Cummins’
language proficiency theories, one being basic interpersonal communication skills (BICS), and
the other being cognitive academic language proficiency (CALP) for Grade 2 English First
Additional Language learners.
Cummins' theories distinguish between two types of language proficiency. BICS refers to the social,
conversational language skills used in everyday interactions, which are context-embedded and
cognitively undemanding. In contrast, CALP refers to the formal, academic language skills required
for success in school, which are context-reduced and cognitively demanding (FLT3701, Study Guide,
p. 85-86). The following activities are designed for Grade 2 learners and are based on the
recommended time allocation and themes from the CAPS document (South Africa. Department of
Basic Education, 2011, p. 13).
Activity 1: Demonstrating BICS: "The Mystery Object Guessing Game"
This activity focuses on developing learners' social, conversational English skills through a fun,
interactive game that uses a familiar context.
Objective: To develop learners' oral vocabulary and ability to ask and answer simple questions
in a social context using familiar vocabulary, as is characteristic of BICS (FLT3701, Study
Guide, p. 86).
Context: This activity can be used as a daily listening and speaking activity, fitting into the
suggested time allocation for Grade 2 (30 minutes per week) (South Africa. Department of
Basic Education, 2011, p. 48).
Resources: A small 'mystery bag' or box, and several familiar objects from a theme like "My
Clothes" or "Food" (e.g., a sock, a pencil, an apple) (South Africa. Department of Basic
Education, 2011, p. 28, 33).
, Instructions for the Teacher:
Place a familiar object (e.g., an apple) inside the mystery bag without showing the learners.
Explain to the learners that they need to guess the object by asking you questions about it.
This practises the simple questions they are expected to understand and respond to, such as
"Which...?" or "Whose...?" (South Africa. Department of Basic Education, 2011, p. 48).
Model the process: "I am thinking of something. You can ask me questions. For example,
'What colour is it?' or 'Is it big?'".
Allow learners to ask questions one at a time: "Is it a fruit?", "Is it red?", "Is it for eating?".
This encourages them to make requests and statements (South Africa. Department of Basic
Education, 2011, p. 48).
The learner who guesses correctly gets to be the next 'guesser' and choose a new object for
the bag.
Application of BICS:
This activity relies on face-to-face interaction, using gestures and the physical object for
context (context-embedded).
The language used is basic and is supported by the learners' immediate environment,
making it cognitively undemanding.
It allows learners to practise formulaic language and simple conversational turn-taking,
which are key aspects of BICS (FLT3701, Study Guide, p. 86).
It aligns with the CAPS requirement for Grade 2 to develop oral vocabulary through
themes and to respond to simple questions (South Africa. Department of Basic Education,
2011, p. 48).
It provides a low-anxiety environment for language practice, which is important for
building confidence in speaking, as per the Guiding Principles for teaching FAL (FLT3701,
Study Guide, p. 15).
QUESTION 1
1.1 Language theories
1.1.1 In your own words, define the term First Additional Language.
A First Additional Language (FAL) is a language that a person learns in addition to their mother
tongue or home language. In the South African school context, it is a language that is taught and
learned alongside the Language of Learning and Teaching (LOLT), with the aim of developing
proficiency in a second official language, often in preparation for using it as a medium of instruction
in later grades (FLT3701, Study Guide, p. 12).
1.1.2 Create and apply two different classroom activities, each demonstrating Cummins’
language proficiency theories, one being basic interpersonal communication skills (BICS), and
the other being cognitive academic language proficiency (CALP) for Grade 2 English First
Additional Language learners.
Cummins' theories distinguish between two types of language proficiency. BICS refers to the social,
conversational language skills used in everyday interactions, which are context-embedded and
cognitively undemanding. In contrast, CALP refers to the formal, academic language skills required
for success in school, which are context-reduced and cognitively demanding (FLT3701, Study Guide,
p. 85-86). The following activities are designed for Grade 2 learners and are based on the
recommended time allocation and themes from the CAPS document (South Africa. Department of
Basic Education, 2011, p. 13).
Activity 1: Demonstrating BICS: "The Mystery Object Guessing Game"
This activity focuses on developing learners' social, conversational English skills through a fun,
interactive game that uses a familiar context.
Objective: To develop learners' oral vocabulary and ability to ask and answer simple questions
in a social context using familiar vocabulary, as is characteristic of BICS (FLT3701, Study
Guide, p. 86).
Context: This activity can be used as a daily listening and speaking activity, fitting into the
suggested time allocation for Grade 2 (30 minutes per week) (South Africa. Department of
Basic Education, 2011, p. 48).
Resources: A small 'mystery bag' or box, and several familiar objects from a theme like "My
Clothes" or "Food" (e.g., a sock, a pencil, an apple) (South Africa. Department of Basic
Education, 2011, p. 28, 33).
, Instructions for the Teacher:
Place a familiar object (e.g., an apple) inside the mystery bag without showing the learners.
Explain to the learners that they need to guess the object by asking you questions about it.
This practises the simple questions they are expected to understand and respond to, such as
"Which...?" or "Whose...?" (South Africa. Department of Basic Education, 2011, p. 48).
Model the process: "I am thinking of something. You can ask me questions. For example,
'What colour is it?' or 'Is it big?'".
Allow learners to ask questions one at a time: "Is it a fruit?", "Is it red?", "Is it for eating?".
This encourages them to make requests and statements (South Africa. Department of Basic
Education, 2011, p. 48).
The learner who guesses correctly gets to be the next 'guesser' and choose a new object for
the bag.
Application of BICS:
This activity relies on face-to-face interaction, using gestures and the physical object for
context (context-embedded).
The language used is basic and is supported by the learners' immediate environment,
making it cognitively undemanding.
It allows learners to practise formulaic language and simple conversational turn-taking,
which are key aspects of BICS (FLT3701, Study Guide, p. 86).
It aligns with the CAPS requirement for Grade 2 to develop oral vocabulary through
themes and to respond to simple questions (South Africa. Department of Basic Education,
2011, p. 48).
It provides a low-anxiety environment for language practice, which is important for
building confidence in speaking, as per the Guiding Principles for teaching FAL (FLT3701,
Study Guide, p. 15).
