Unit 1 – Policy guidelines for the teaching and
learning of a first additional language in South
Africa
(1.8 – 1.10)
Creating a responsive context for learning an additional language
Creating print-rich classrooms – The classroom context should be set up such
that it encourages and motivates learners to participate in responsive
learning. Print-rich classrooms are very effective for incidental reading,
memorising and learning of words. Posters, charts and labels must be
relevant, kept simple and support learning. Teachers should also clearly label
the different areas in the classroom, for instance door, window,
desk. Content of posters should be grade appropriate and not
overcrowded. Use one-word labels in bold print. Practice reading the charts
and labels with the learners as often as you can. Replace theme charts when
a new theme is introduced. A word or phonic wall is a good idea, as well as
a library corner (the reading level of the books should become progressively
more difficult through the different grades). Desks should also be arranged in
a way that effective group work and responsive learning can take place.
Learning strategies to develop and apply vocabulary for EFAL teaching
Vocabulary forms the basis of all languages.
Young developing learners do not always follow the same pattern of learning.
Emphasis should be placed on gradually building up and extending the
learners’ vocabulary from Grade R through to Grade 3.
Grade R and Grade 1 learners mainly engage in oral and practical lessons to
develop their vocabulary – sound patterns and repetition.
Developing phonemic awareness (sound patterns):
1. Rhyme – Rhymes should have some words that are repeated, while other
words rhyme. First use clues from the rhyme to tell them the story of the
rhyme and introducing the characters. Say each line out loud, one by one,
and ask learners to repeat the same. Practice with the learners many times
every day. As they start to hear sound patterns, they will eventually say the
rhyme by themselves.
2. Sound patterns – Ask learners to listen for sound patterns as you read out a
group of words aloud using a blend (two single sounds that are combined to
make one sound, like -ad). They can repeat after you. Begin with 3
words: bad, dad, mad. Once they are familiar with the sound pattern, add
another word: sad. The teacher continues to use various sound pattern
, examples in the same manner to develop the learners’ phonemic
awareness. Remember to start with a small group of words and gradually
increase the number of words as learners begin to develop their sound sense
and grow more confident distinguishing sounds.
3. Sing-alongs – Effective in developing sound sense.
4. Breaking up words into syllables – Clapping each unit of sound in words (start
with learners’ names, like Thabo = THA-BO).
Vocabulary must relate to the words, ideas or situations which are already
familiar to the learners.
Vocabulary should also be associated with visual images or pictures, to
allow the learner to create a mental association between the image and the
word.
Oral reinforcement of words is extremely important and requires daily
repetition and practice so that learners are able to remember and recall the
words.
Decoding skills should be taught to learners (to break down a word into its
letter-sound syllables in order to read the word), otherwise they may become
heavily reliant on pictorial clues.
Vocabulary, in the form of sight words, should always be extended before
learners begin reading a sentence or a text. Sight words are words that are
usually difficult to decode in English and therefore they are flashed often, so
that learners are able to recognise, learn, and then recall and read the
word. Lots of focus and practice time is required to learn sight words.
Building on vocabulary as the Grades progress: Have a look on page 31 – 38
for examples of classroom activities in the different Grades.
Remember to always reinforce vocabulary with follow up activities (keep the
activities in its simplest form).
Remember the learner’s Home Language is used as a scaffold to learn a First
Additional Language.
,Unit 1 – Policy guidelines for the teaching and
learning of a first additional language in South
Africa
(1.8 – 1.10)
Creating a responsive context for learning an additional language
Creating print-rich classrooms – The classroom context should be set up such
that it encourages and motivates learners to participate in responsive
learning. Print-rich classrooms are very effective for incidental reading,
memorising and learning of words. Posters, charts and labels must be
relevant, kept simple and support learning. Teachers should also clearly label
the different areas in the classroom, for instance door, window,
desk. Content of posters should be grade appropriate and not
overcrowded. Use one-word labels in bold print. Practice reading the charts
and labels with the learners as often as you can. Replace theme charts when
a new theme is introduced. A word or phonic wall is a good idea, as well as
a library corner (the reading level of the books should become progressively
more difficult through the different grades). Desks should also be arranged in
a way that effective group work and responsive learning can take place.
Learning strategies to develop and apply vocabulary for EFAL teaching
Vocabulary forms the basis of all languages.
Young developing learners do not always follow the same pattern of learning.
Emphasis should be placed on gradually building up and extending the
learners’ vocabulary from Grade R through to Grade 3.
Grade R and Grade 1 learners mainly engage in oral and practical lessons to
develop their vocabulary – sound patterns and repetition.
Developing phonemic awareness (sound patterns):
1. Rhyme – Rhymes should have some words that are repeated, while other
words rhyme. First use clues from the rhyme to tell them the story of the
rhyme and introducing the characters. Say each line out loud, one by one,
and ask learners to repeat the same. Practice with the learners many times
every day. As they start to hear sound patterns, they will eventually say the
rhyme by themselves.
2. Sound patterns – Ask learners to listen for sound patterns as you read out a
group of words aloud using a blend (two single sounds that are combined to
make one sound, like -ad). They can repeat after you. Begin with 3
words: bad, dad, mad. Once they are familiar with the sound pattern, add
another word: sad. The teacher continues to use various sound pattern
, examples in the same manner to develop the learners’ phonemic
awareness. Remember to start with a small group of words and gradually
increase the number of words as learners begin to develop their sound sense
and grow more confident distinguishing sounds.
3. Sing-alongs – Effective in developing sound sense.
4. Breaking up words into syllables – Clapping each unit of sound in words (start
with learners’ names, like Thabo = THA-BO).
Vocabulary must relate to the words, ideas or situations which are already
familiar to the learners.
Vocabulary should also be associated with visual images or pictures, to
allow the learner to create a mental association between the image and the
word.
Oral reinforcement of words is extremely important and requires daily
repetition and practice so that learners are able to remember and recall the
words.
Decoding skills should be taught to learners (to break down a word into its
letter-sound syllables in order to read the word), otherwise they may become
heavily reliant on pictorial clues.
Vocabulary, in the form of sight words, should always be extended before
learners begin reading a sentence or a text. Sight words are words that are
usually difficult to decode in English and therefore they are flashed often, so
that learners are able to recognise, learn, and then recall and read the
word. Lots of focus and practice time is required to learn sight words.
Building on vocabulary as the Grades progress: Have a look on page 31 – 38
for examples of classroom activities in the different Grades.
Remember to always reinforce vocabulary with follow up activities (keep the
activities in its simplest form).
Remember the learner’s Home Language is used as a scaffold to learn a First
Additional Language.
learning of a first additional language in South
Africa
(1.8 – 1.10)
Creating a responsive context for learning an additional language
Creating print-rich classrooms – The classroom context should be set up such
that it encourages and motivates learners to participate in responsive
learning. Print-rich classrooms are very effective for incidental reading,
memorising and learning of words. Posters, charts and labels must be
relevant, kept simple and support learning. Teachers should also clearly label
the different areas in the classroom, for instance door, window,
desk. Content of posters should be grade appropriate and not
overcrowded. Use one-word labels in bold print. Practice reading the charts
and labels with the learners as often as you can. Replace theme charts when
a new theme is introduced. A word or phonic wall is a good idea, as well as
a library corner (the reading level of the books should become progressively
more difficult through the different grades). Desks should also be arranged in
a way that effective group work and responsive learning can take place.
Learning strategies to develop and apply vocabulary for EFAL teaching
Vocabulary forms the basis of all languages.
Young developing learners do not always follow the same pattern of learning.
Emphasis should be placed on gradually building up and extending the
learners’ vocabulary from Grade R through to Grade 3.
Grade R and Grade 1 learners mainly engage in oral and practical lessons to
develop their vocabulary – sound patterns and repetition.
Developing phonemic awareness (sound patterns):
1. Rhyme – Rhymes should have some words that are repeated, while other
words rhyme. First use clues from the rhyme to tell them the story of the
rhyme and introducing the characters. Say each line out loud, one by one,
and ask learners to repeat the same. Practice with the learners many times
every day. As they start to hear sound patterns, they will eventually say the
rhyme by themselves.
2. Sound patterns – Ask learners to listen for sound patterns as you read out a
group of words aloud using a blend (two single sounds that are combined to
make one sound, like -ad). They can repeat after you. Begin with 3
words: bad, dad, mad. Once they are familiar with the sound pattern, add
another word: sad. The teacher continues to use various sound pattern
, examples in the same manner to develop the learners’ phonemic
awareness. Remember to start with a small group of words and gradually
increase the number of words as learners begin to develop their sound sense
and grow more confident distinguishing sounds.
3. Sing-alongs – Effective in developing sound sense.
4. Breaking up words into syllables – Clapping each unit of sound in words (start
with learners’ names, like Thabo = THA-BO).
Vocabulary must relate to the words, ideas or situations which are already
familiar to the learners.
Vocabulary should also be associated with visual images or pictures, to
allow the learner to create a mental association between the image and the
word.
Oral reinforcement of words is extremely important and requires daily
repetition and practice so that learners are able to remember and recall the
words.
Decoding skills should be taught to learners (to break down a word into its
letter-sound syllables in order to read the word), otherwise they may become
heavily reliant on pictorial clues.
Vocabulary, in the form of sight words, should always be extended before
learners begin reading a sentence or a text. Sight words are words that are
usually difficult to decode in English and therefore they are flashed often, so
that learners are able to recognise, learn, and then recall and read the
word. Lots of focus and practice time is required to learn sight words.
Building on vocabulary as the Grades progress: Have a look on page 31 – 38
for examples of classroom activities in the different Grades.
Remember to always reinforce vocabulary with follow up activities (keep the
activities in its simplest form).
Remember the learner’s Home Language is used as a scaffold to learn a First
Additional Language.
,Unit 1 – Policy guidelines for the teaching and
learning of a first additional language in South
Africa
(1.8 – 1.10)
Creating a responsive context for learning an additional language
Creating print-rich classrooms – The classroom context should be set up such
that it encourages and motivates learners to participate in responsive
learning. Print-rich classrooms are very effective for incidental reading,
memorising and learning of words. Posters, charts and labels must be
relevant, kept simple and support learning. Teachers should also clearly label
the different areas in the classroom, for instance door, window,
desk. Content of posters should be grade appropriate and not
overcrowded. Use one-word labels in bold print. Practice reading the charts
and labels with the learners as often as you can. Replace theme charts when
a new theme is introduced. A word or phonic wall is a good idea, as well as
a library corner (the reading level of the books should become progressively
more difficult through the different grades). Desks should also be arranged in
a way that effective group work and responsive learning can take place.
Learning strategies to develop and apply vocabulary for EFAL teaching
Vocabulary forms the basis of all languages.
Young developing learners do not always follow the same pattern of learning.
Emphasis should be placed on gradually building up and extending the
learners’ vocabulary from Grade R through to Grade 3.
Grade R and Grade 1 learners mainly engage in oral and practical lessons to
develop their vocabulary – sound patterns and repetition.
Developing phonemic awareness (sound patterns):
1. Rhyme – Rhymes should have some words that are repeated, while other
words rhyme. First use clues from the rhyme to tell them the story of the
rhyme and introducing the characters. Say each line out loud, one by one,
and ask learners to repeat the same. Practice with the learners many times
every day. As they start to hear sound patterns, they will eventually say the
rhyme by themselves.
2. Sound patterns – Ask learners to listen for sound patterns as you read out a
group of words aloud using a blend (two single sounds that are combined to
make one sound, like -ad). They can repeat after you. Begin with 3
words: bad, dad, mad. Once they are familiar with the sound pattern, add
another word: sad. The teacher continues to use various sound pattern
, examples in the same manner to develop the learners’ phonemic
awareness. Remember to start with a small group of words and gradually
increase the number of words as learners begin to develop their sound sense
and grow more confident distinguishing sounds.
3. Sing-alongs – Effective in developing sound sense.
4. Breaking up words into syllables – Clapping each unit of sound in words (start
with learners’ names, like Thabo = THA-BO).
Vocabulary must relate to the words, ideas or situations which are already
familiar to the learners.
Vocabulary should also be associated with visual images or pictures, to
allow the learner to create a mental association between the image and the
word.
Oral reinforcement of words is extremely important and requires daily
repetition and practice so that learners are able to remember and recall the
words.
Decoding skills should be taught to learners (to break down a word into its
letter-sound syllables in order to read the word), otherwise they may become
heavily reliant on pictorial clues.
Vocabulary, in the form of sight words, should always be extended before
learners begin reading a sentence or a text. Sight words are words that are
usually difficult to decode in English and therefore they are flashed often, so
that learners are able to recognise, learn, and then recall and read the
word. Lots of focus and practice time is required to learn sight words.
Building on vocabulary as the Grades progress: Have a look on page 31 – 38
for examples of classroom activities in the different Grades.
Remember to always reinforce vocabulary with follow up activities (keep the
activities in its simplest form).
Remember the learner’s Home Language is used as a scaffold to learn a First
Additional Language.
