TMN3701
Assignment 3 2026
Unique number:
Due Date: 9 July 2026
QUESTION 1
1.1 Sociolinguistic competence and its importance in EFAL
Sociolinguistic competence means knowing how to use language in a way that suits the
people, place, purpose and situation where communication happens. In an EFAL classroom,
this means learners must understand that language used with friends on a cellphone is not
always suitable for school writing, public speaking, job applications or communication with
adults in authority. A Grade 6 learner may know the meaning of 2N8, LOL or CU L8R, but
that does not mean these forms are acceptable in a formal letter or creative writing task.
EFAL learners need this skill because English is often used as the language of learning,
assessment and later work opportunities in South Africa, so they must learn to choose words
that fit the expected register (Department of Basic Education, 2011).
It is important to teach the boundary between standard and non-standard English without
making learners feel that their home language, slang or youth language is wrong. Non-
standard language has value in friendship groups and local communities, because it helps
young people show belonging and identity. The problem starts when learners use the same
Terms of use
casual register in formal writing, where the reader expects clear spelling, full words, correctto:
By making use of this document you agree
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 81 278 3372
QUESTION 1
1.1 Sociolinguistic competence and its importance in EFAL
Sociolinguistic competence means knowing how to use language in a way that suits
the people, place, purpose and situation where communication happens. In an EFAL
classroom, this means learners must understand that language used with friends on
a cellphone is not always suitable for school writing, public speaking, job applications
or communication with adults in authority. A Grade 6 learner may know the meaning
of 2N8, LOL or CU L8R, but that does not mean these forms are acceptable in a
formal letter or creative writing task. EFAL learners need this skill because English is
often used as the language of learning, assessment and later work opportunities in
South Africa, so they must learn to choose words that fit the expected register
(Department of Basic Education, 2011).
It is important to teach the boundary between standard and non-standard English
without making learners feel that their home language, slang or youth language is
wrong. Non-standard language has value in friendship groups and local
communities, because it helps young people show belonging and identity. The
problem starts when learners use the same casual register in formal writing, where
the reader expects clear spelling, full words, correct grammar and respectful
wording. EFAL learners therefore need guided practice, because writing in an
additional language is already difficult and learners often need support before they
can write clearly and appropriately for different audiences (Nieman & Mukhari, 2020).
1.2 Guided writing activity for Grade 6 learners
a
IDK = I do not know
2N8 = tonight
FYI = for your information
TY = thank you
CU L8R = see you later
b Transactional writing task
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
Assignment 3 2026
Unique number:
Due Date: 9 July 2026
QUESTION 1
1.1 Sociolinguistic competence and its importance in EFAL
Sociolinguistic competence means knowing how to use language in a way that suits the
people, place, purpose and situation where communication happens. In an EFAL classroom,
this means learners must understand that language used with friends on a cellphone is not
always suitable for school writing, public speaking, job applications or communication with
adults in authority. A Grade 6 learner may know the meaning of 2N8, LOL or CU L8R, but
that does not mean these forms are acceptable in a formal letter or creative writing task.
EFAL learners need this skill because English is often used as the language of learning,
assessment and later work opportunities in South Africa, so they must learn to choose words
that fit the expected register (Department of Basic Education, 2011).
It is important to teach the boundary between standard and non-standard English without
making learners feel that their home language, slang or youth language is wrong. Non-
standard language has value in friendship groups and local communities, because it helps
young people show belonging and identity. The problem starts when learners use the same
Terms of use
casual register in formal writing, where the reader expects clear spelling, full words, correctto:
By making use of this document you agree
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 81 278 3372
QUESTION 1
1.1 Sociolinguistic competence and its importance in EFAL
Sociolinguistic competence means knowing how to use language in a way that suits
the people, place, purpose and situation where communication happens. In an EFAL
classroom, this means learners must understand that language used with friends on
a cellphone is not always suitable for school writing, public speaking, job applications
or communication with adults in authority. A Grade 6 learner may know the meaning
of 2N8, LOL or CU L8R, but that does not mean these forms are acceptable in a
formal letter or creative writing task. EFAL learners need this skill because English is
often used as the language of learning, assessment and later work opportunities in
South Africa, so they must learn to choose words that fit the expected register
(Department of Basic Education, 2011).
It is important to teach the boundary between standard and non-standard English
without making learners feel that their home language, slang or youth language is
wrong. Non-standard language has value in friendship groups and local
communities, because it helps young people show belonging and identity. The
problem starts when learners use the same casual register in formal writing, where
the reader expects clear spelling, full words, correct grammar and respectful
wording. EFAL learners therefore need guided practice, because writing in an
additional language is already difficult and learners often need support before they
can write clearly and appropriately for different audiences (Nieman & Mukhari, 2020).
1.2 Guided writing activity for Grade 6 learners
a
IDK = I do not know
2N8 = tonight
FYI = for your information
TY = thank you
CU L8R = see you later
b Transactional writing task
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
