DPP1501 Assignment 2 (ANSWERS) 2023 (765929)

DPP1501 Assignment 2 (ANSWERS) 2023 () Answers, guidelines, workings and references. ................................................. Question 1 1.1 The following assessment activity is based on diversity in the classroom and how to support African mother tongue literacy development in a multilingual classroom. Please read the scenarios and answer the questions that follow. PAIRED READING SCENARIO 1: The teacher begins by reading the dialogue aloud and translating it, picks out new vocabulary and explains the meaning of the new words. The learners read aloud together in pairs until the non-fluent reader gains the confidence to read alone. In this context, the teacher gets into the classroom (Grade 3) to teach one of the indigenous languages spoken in Africa. The teacher, however, faces the situation wherein some learners in her classroom do not understand the indigenous language that must be taught during that period; they have just been admitted to the school but can read, write and speak English fluently. Answer the following questions: 1.1.1 Explain the meaning of the concept “Paired reading” according to how you understand it. (2) 1.1.2 Why is it important that the teacher should pair the learner who knows the indigenous language and the English-speaking learner during that period in her classroom? (3) 1.1.3 Refer to the example below and follow the same pattern. Write any FIVE sentences in your mother tongue (any African indigenous language, including Afrikaans) for the learners in your Grade 3 classroom, and translate each DPP1501/102/0/2023 7 sentence into English for the sake of those learners who are only English-speaking. EXAMPLE: African Indigenous language (Sepedi Language): Lehono re tla ya kua bokgobapuku ka morago ga sekolo. English: We will go to the library today after school. Present your answer as follows: African indigenous language Translation into English 1. 2. 3. 4. 5. 2 marks x 5 = (10) 1.2 Read the scenario below and answer the questions. SCENARIO 2: Learners in the classroom are given an instruction to work in heterogeneous groups or pairs that would allow them to practice communicating across languages and cultures. The teacher uses a range of materials, e.g., written, oral and audio-visual material. The teacher has ensured that charts and other learning materials on the classroom walls are in both languages (African language commonly spoken by majority of learners, and English) and made sure that learners have access to bilingual dictionaries and glossaries. Example activity: Life Orientation, Grade 10 DPP1501/102/0/2023 8 • Learners work in pairs and watch the video that plays in the African language commonly used in their community, about changes that happen during adolescence. • They answer questions using information from the video, their textbooks and the glossary below. 1.2.1 Complete the following glossary for your Grade 10 learners by translating the statements written in English to an African language of your choice. Bilingual glossary English Translation into African language (of your choice) peer pressure lack of self-esteem bullying falling in love teenage pregnancy 2 marks x 5 = (10) Question 2 THEME: SCHOLARSHIP OF TEACHING AND LEARNING THEME: TECHNOLOGY INFUSION (MULTIMEDIA INTEGRATION, ONLINE INTERACTIONS, COLLABORATIVE ENGAGEMENTS 2.1 The following link is to the video titled: Learning in South Africa’s Multilingual Classrooms Please watch the video and answer the following questions. The active link to the video will also be found on the Learning Management System (LMS) or myUnisa for your module site under Learning Unit 1 (Online Assessment tool). DPP1501/102/0/2023 9 Video transcripts are provided hereunder, in case you experience challenges accessing the video on your LMS for your module: Video narrative Narration: Children develop ideas about the world through language. They also express their understanding through language, so language is crucial to learning. Research clearly shows that children learn best in a language that is familiar to them. It therefore follows that children learn better in their home language. The average South African classroom is, however, multilingual. Home languages are generally used from Grades R–3; after this there’s a sudden switch to English. However, the majority of learners do not have the English proficiency needed to learn in this language. Most of the learners, they are from indigenous language backgrounds, and then when they come to Grade 4 all the subjects are being done in English and that transition to Grade 4 —when they now must be doing everything in English — that's when we experience some problems. You'll find that they skip vowels, or else some of them skip consonants. So that's when now, we need to help them. Narration: The language used for instruction can be a big barrier to inclusivity, affecting learners’ progression throughout their basic education. This especially applies to children from disadvantaged backgrounds. Language Supportive Learning is a way of addressing this problem. This requires an understanding of how to use scaffolding strategies to support learning through breaking up learning into manageable chunks. This approach requires an understanding of what learners can do and what they may have difficulties with. Scaffolding strategies involve understanding of learners and their current learning needs and these strategies support meaning and understanding in achievement and meeting learning outcomes. Scaffolding strategies support all learners, though in different ways. An example of a scaffolding strategy may be for a teacher to use the home or familiar language to explain a concept, or may be encouraging a learner to respond in their familiar language. So, I apply multilingualism in my class. Normally what we do is that we write a sentence inEnglish and then we follow with their own native languages. It does help a lot by using different languages because that's what they know. It's their language, their mother tongue. So, it's easier for them to understand it better. I used to teach English; I used the flashcards written in different languages and then buddy system where they help each other in the class. The ones that are more advanced, they help these ones with their learning difficulties. And then I also have a reading corner in my class, and also we have the writing. I write a sentence in English and they have to translate that to their own language. Scaffolding is very important in class because DPP1501/102/0/2023 10 that's where, as a teacher, you break down the lesson. Scaffolding is making things easier for the learner so that they are able to understand. Not that you are changing the questions, the questions are there, but you're just accommodating everyone. Even those who have difficulties will be able to answer. Narration: Language Supportive Learning uses a familiar language to access the curriculum. This language is also used as a resource to scaffold learners’ English language development. Scaffolding provides the incentive for learners to take a more active role in their own learning. With a teacher’s support they can take up the challenge of moving beyond their current skill and knowledge levels. Research suggests multilingual children are more creative, better problem-solvers and critical thinkers. Using learners’ languages in the classroom enhances their self-esteem. Language is also a carrier of culture and identity. Today, decolonisation is a priority. Including languages and knowledge from Africa will empower both teachers and learners. Language can be an important inclusive tool. As teachers, we need to recognise that themore languages we speak, the richer we are. Reference: Teaching for All: Inclusive Teaching and Learning for South Africa. British Council, 2019:128. Please answer the following questions based on the video narrative above, or from what you have heard and seen on the video. 2.1.1 With reference to learner diversity in an inclusive teaching and learning environment, define the concept “scaffolding” and explain how this teaching strategy can be applied in the classroom situation. 2 + 3 marks = (5) 2.1.2 Explain the meaning of “multilingualism” and how can the teacher apply it in the classroom to accommodate the culturally and linguistically diverse learners. (4) 2.1.3 In the video, one of the teachers states: “Today, decolonisation is a priority.” Explain the meaning of ‘decolonisation’ and briefly discuss ways in which the curriculum can be decolonised. Please do some research on the internet and acknowledge reference sources by making use of the Harvard referencing style. 2 marks + 5 = (7) 2.1.4 Overcoming barriers to learning (Hearing impairment) DPP1501/102/0/2023 11 THEME: PEDAGOGICAL RENEWAL OF TEACHING AND ASSESSMENT PRACTICES CASE STUDY Karabo, a Grade 3 learner who has a hearing impairment, was enrolled at a private special school for deaf learners. When his father died, his mother could no longer afford to pay the fees at the school, so Karabo returned home to live with her in their rural village. Because he has partial hearing, Karabo’s mother decides to enrol him at a nearby mainstream school. He is excited about going to the school because it means he will be able to live at home and see his mother every day. Karabo knows sign language and can also lip-read quite well. He is also not experiencing any learning difficulties and is actually above grade level in most areas. However, his teacher, Ms Kutame has had no experience of teaching learners with impaired hearing and Karabo finds the first week of school challenging. He struggles to communicate with his teacher and with the other learners in the class. Feeling helpless, Ms Kutame goes to see the principal and explains the situation to him. The principal arranges a meeting with the SBST to discuss Karabo’s needs and develop classroom-based interventions with Ms Kutame. Reference: Teaching for All: Inclusive Teaching and Learning for South Africa. British Council, 2019:97. 2.1.4.1 What teaching strategies could Ms Kutame use to improve communication with Karabo and facilitate access to learning? Please do research to find the answers. 1 mark x 15 = (15) 2.1.4.2 Socially, Karabo feels isolated in the new school context. Discuss the following classroom strategies that Ms Kutame could have used to promote tolerance and acceptance and ensure full participation of all learners. a) Cooperative learning 2 marks x 2 = (4) b) Small group instruction 2 marks x 2 = (4) d) Peer tutoring 2 marks x 2 = (4) DPP1501/102/0/2023 12 e) Aided language stimulation 2 marks x 2 = (4) f) Multisensory approach 2 marks x 2 = (4) 2.1.4.3 The social model of disability advocates that learners with special educational need be educated and participate fully in mainstream schools. In view of this, do you think teacher training should incorporate basic conversational sign language? (Yes or No). Give two reasons for your answer. 1+ 4 = (5) 2.1.4.4 What could the school do to facilitate further support for Karabo? Please do some research on the internet. Acknowledge reference sources to avoid plagiarism. 2 marks x 10 = (20)