HED4807 Assignment 3
2024 (525779)- DUE 9 July
2024
[Company address]
, HED4807 Assignment 3 2024 (525779)- DUE 9 July 2024
QUESTION 1
1.1 According to Foster (2005), multiculturalism can be examined as an
academic or a political concept. Which academic concepts apply to the
South African context? Explain your answer by referring to the South
African Constitution and the Language in Education Policy. (10)
1.2 Explain how the synergies between cultural identity, linguistic
awareness and meaning making as aspects of translanguaging can be
used to develop metacognitive awareness. (10)
1.3 Compare the notion of multilingualism in the global south to the notion
of multilingualism from a Eurocentric perspective. (10)
1.4 Heugh et al. (2017) do not regard multilingual practices, such as code-
mixing, code-switching, interpreting, translating and negotiating meaning as
Afro-centric pedagogies. The argument is that South African learners, for
example, function in an integrated linguistic system. Therefore, the two
translanguaging dimensions, namely discursive and instructional, may be
more appropriate in the South African context. HED4807 Assignment 03
Discuss how discursive and instructional translanguaging may be used in
an integrated multilingual context. Provide practical examples to support
your discussion. (10)
1.1 Multiculturalism in the South African Context
Academic Concepts Applicable to South Africa:
Multiculturalism as an academic concept in South Africa can be examined
through various lenses such as cultural diversity, social cohesion, and
inclusivity in education. The South African Constitution and the Language
in Education Policy (LiEP) are two key documents that support these
concepts.
South African Constitution:
• Equality and Non-discrimination (Section 9): The Constitution
promotes equality and prohibits discrimination on various grounds
including race, gender, and language. This aligns with the academic
2024 (525779)- DUE 9 July
2024
[Company address]
, HED4807 Assignment 3 2024 (525779)- DUE 9 July 2024
QUESTION 1
1.1 According to Foster (2005), multiculturalism can be examined as an
academic or a political concept. Which academic concepts apply to the
South African context? Explain your answer by referring to the South
African Constitution and the Language in Education Policy. (10)
1.2 Explain how the synergies between cultural identity, linguistic
awareness and meaning making as aspects of translanguaging can be
used to develop metacognitive awareness. (10)
1.3 Compare the notion of multilingualism in the global south to the notion
of multilingualism from a Eurocentric perspective. (10)
1.4 Heugh et al. (2017) do not regard multilingual practices, such as code-
mixing, code-switching, interpreting, translating and negotiating meaning as
Afro-centric pedagogies. The argument is that South African learners, for
example, function in an integrated linguistic system. Therefore, the two
translanguaging dimensions, namely discursive and instructional, may be
more appropriate in the South African context. HED4807 Assignment 03
Discuss how discursive and instructional translanguaging may be used in
an integrated multilingual context. Provide practical examples to support
your discussion. (10)
1.1 Multiculturalism in the South African Context
Academic Concepts Applicable to South Africa:
Multiculturalism as an academic concept in South Africa can be examined
through various lenses such as cultural diversity, social cohesion, and
inclusivity in education. The South African Constitution and the Language
in Education Policy (LiEP) are two key documents that support these
concepts.
South African Constitution:
• Equality and Non-discrimination (Section 9): The Constitution
promotes equality and prohibits discrimination on various grounds
including race, gender, and language. This aligns with the academic
