TMN3702 ASSIGNMENT 2 MEMO ( QUESTIONS AND ANSWERS ) DUE DATE 30th MAY 2025 GUARANTEED DISTINCTION.

TMN3702 Assignment 2 Memo | Due 30 May 2025. All questions fully answered. QUESTION 1: THE CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) You are teaching a Grade 4 English Home Language lesson focused on developing learners’ listening and speaking skills, in line with CAPS requirements. Drawing on the progression of listening and speaking competencies from Grades 3 and the expectations for the Intermediate Phase, design an activity that: • Builds on two key listening and speaking outcomes from the Foundation Phase, Grade 3. (You may have to consult the Grade R-3 CAPS document for guidance • Develops learners' ability to use oral communication purposefully (e.g. giving instructions, participating in a discussion, storytelling); • Supports learners who may have language delays or gaps due to limited home language development or transitioning from a different language of learning and teaching (LoLT). In your response, clearly: 1.1 Describe the oral activity and its objective. (3) 1.2 Explain how it builds on specific Foundation Phase listening and speaking outcomes. (2) 1.3 Show how it aligns with Intermediate Phase CAPS expectations for oral language use. (2) 1.4 Describe at least one way the activity supports learners with limited language proficiency. (3) [10] QUESTION 2: TEACHING A HOME LANGUAGE IN A MULTICULTURAL CONTEXT 2.1 South Africa is a linguistically and culturally diverse social community and this may present teachers and learners with communication challenges in the classroom. In the context of the South African education discourse, some learners may have native language fluency that they do not have in the language used for teaching and learning. Mention and discuss ways in which code switching can help reduce language challenges in a multilingual classroom setting. (10) 2.2 Discuss the advantages and disadvantages of using translanguaging in a multilingual-learner oriented language class. (10) 2.3 The multicultural and multilingual nature of the South African population has resulted in diverse learner populations in schools. Explain how the language and cultural diversity of learners affect language teaching. (5) [25] QUESTION 3: TEACHING A HOME LANGUAGE IN A MULTICULTURAL CONTEXT 3.1 Some scholars maintain that code mixing is important in promoting a shared and common understanding of South African culture. However, there are opposing views to this narrative with some language developers criticising code switching. Explain how code-switching is seen as a negative phenomenon in the development of a language. (5) 3.2. Despite the encouragement of the parity of esteem and equal status of all South African languages through multilingual policies, the use of English in key social structures including the education sector is still pronounced in South Africa. Discuss the role teachers and learners can play in preventing perpetuating further the dominant role of English in education. (10) 3.3. List the advantages of adding the native languages of learners from previously marginalized language and cultural groups as additional languages at various English-medium schools. (5) [20] QUESTION 4: LISTENING AND SPEAKING INSTRUCTION 4.1 Provide a listening text appropriate for a listening lesson for Grade 5 learners and briefly explain why the material is suitable for teaching listening to Grade 5 learners. (5) 4.2. Using the listening text from question 3.1, provide examples of activities that can be used in the pre-listening, while-listening, and post-listening phases of a lesson. (15) [20] QUESTION 5: LISTENING AND SPEAKING INSTRUCTION 5.1 Drawing on your understanding of the listening process as an active and cognitive skill, design an original, contextually appropriate listening activity for Grade 5 IP learners that integrates at least three stages of the listening process (e.g., hearing, understanding, remembering, evaluating, interpreting, and responding). Your activity must: 5.1.1 Reflect the realities and linguistic diversity of South African learners. 5.1.2 Specify the listening objective (e.g., listening for information, appreciation, empathy, or critical thinking). 5.1.3 Include a brief description of the listening material to be used (e.g., a recorded story, poem, weather forecast, radio excerpt, etc.). 5.1.4 Detail the steps learners will follow during the activity, clearly linking them to the chosen listening stages. 5.1.5 Describe how you will assess learners’ engagement and understanding. 5.1.6 Suggest at least one way to adapt this activity for learners who may face barriers to learning (e.g., multilingual learners). Assessment Criteria (25 marks): Relevance and creativity of the activity to the