TMS3716
PORTFOLIO 2025
DUE: 8 OCTOBER 2025 (MEMO)
,TMS3716 Portfolio Exam (October 2025)
DUE 8 OCTOBER 2025
Question 1 – Discussion Forum Posts (20 marks)
For each of the six study units you had to study, you were required to participate
in the course discussion forums by posting your contribution and responding to at
least two other students. This activity allowed you to engage with the course
material,
Example
Study Unit 1: Main Post: I reflected on the value of interactive discussion in language
learning, arguing that sharing personal experiences helped classmates see real-world
uses of home language. I cited the forum prompt on communicative strategies and
described a classroom example where Learners shared cultural idioms.
Peer Response 1: A classmate agreed that dialogue fosters engagement and added that
valuing each learner’s input builds confidence.
Peer Response 2: Another peer suggested using multimedia (videos and audio) to enrich
discussions.
Reflection: My post linked the unit’s objective of participative learning by illustrating how
discussion implements a communicative approach. It showed I understood that involving
learners actively (as noted by educational research) enhances comprehension.
Responding to peers’ ideas about confidence and media integration deepened my
learning by highlighting multiple ways to meet learning goals for example, combining
visual aids with talk supports diverse learners. According to the Institute for Teaching and
Learning, reflection “develops learners’ critical thinking” and deepens understanding.
, Thus my reflection and peer replies demonstrate I engaged with the material and
objectives through reflective dialogue.
Study Unit 2: Main Post: I discussed inclusive pedagogy, noting that acknowledging
cultural backgrounds in literature (the prescribed novel) can make reserved learners
more comfortable. I connected this to the unit’s objective of culturally responsive
teaching. I gave an example of using role-play in groups so quiet learners could
participate in a lower-stress setting.
Peer Response 1: A classmate praised the example and added that allowing learners to
discuss in small groups first can scaffold participation for shy learners
Peer Response 2: Another peer emphasized using home language support, suggesting
bilingual glossaries for vocabulary in the novel.
Reflection: This post addressed the objective of creating an inclusive environment by
showing I could apply theory e.g. Vygotsky’s scaffoldingto encourage all voices. It
demonstrated understanding that language support like the bilingual glossary is key in
diverse classrooms. My responses to peers on group-work and language tools reinforced
these strategies. This interaction expanded my view: for instance, collaborative learning
techniques not only follow CAPS but also align with research on improving motivation
and participation in multilingual settings
Study Unit 3: Main Post: I analyzed integrating the four language skills, arguing that
activities should link listening, speaking, reading, and writing to a single theme e.g. the
novel’s setting. I described a lesson where learners listen to an audio extract from the
novel, then write a diary entry as a character. This ties to the unit objective of skills
integration.
PORTFOLIO 2025
DUE: 8 OCTOBER 2025 (MEMO)
,TMS3716 Portfolio Exam (October 2025)
DUE 8 OCTOBER 2025
Question 1 – Discussion Forum Posts (20 marks)
For each of the six study units you had to study, you were required to participate
in the course discussion forums by posting your contribution and responding to at
least two other students. This activity allowed you to engage with the course
material,
Example
Study Unit 1: Main Post: I reflected on the value of interactive discussion in language
learning, arguing that sharing personal experiences helped classmates see real-world
uses of home language. I cited the forum prompt on communicative strategies and
described a classroom example where Learners shared cultural idioms.
Peer Response 1: A classmate agreed that dialogue fosters engagement and added that
valuing each learner’s input builds confidence.
Peer Response 2: Another peer suggested using multimedia (videos and audio) to enrich
discussions.
Reflection: My post linked the unit’s objective of participative learning by illustrating how
discussion implements a communicative approach. It showed I understood that involving
learners actively (as noted by educational research) enhances comprehension.
Responding to peers’ ideas about confidence and media integration deepened my
learning by highlighting multiple ways to meet learning goals for example, combining
visual aids with talk supports diverse learners. According to the Institute for Teaching and
Learning, reflection “develops learners’ critical thinking” and deepens understanding.
, Thus my reflection and peer replies demonstrate I engaged with the material and
objectives through reflective dialogue.
Study Unit 2: Main Post: I discussed inclusive pedagogy, noting that acknowledging
cultural backgrounds in literature (the prescribed novel) can make reserved learners
more comfortable. I connected this to the unit’s objective of culturally responsive
teaching. I gave an example of using role-play in groups so quiet learners could
participate in a lower-stress setting.
Peer Response 1: A classmate praised the example and added that allowing learners to
discuss in small groups first can scaffold participation for shy learners
Peer Response 2: Another peer emphasized using home language support, suggesting
bilingual glossaries for vocabulary in the novel.
Reflection: This post addressed the objective of creating an inclusive environment by
showing I could apply theory e.g. Vygotsky’s scaffoldingto encourage all voices. It
demonstrated understanding that language support like the bilingual glossary is key in
diverse classrooms. My responses to peers on group-work and language tools reinforced
these strategies. This interaction expanded my view: for instance, collaborative learning
techniques not only follow CAPS but also align with research on improving motivation
and participation in multilingual settings
Study Unit 3: Main Post: I analyzed integrating the four language skills, arguing that
activities should link listening, speaking, reading, and writing to a single theme e.g. the
novel’s setting. I described a lesson where learners listen to an audio extract from the
novel, then write a diary entry as a character. This ties to the unit objective of skills
integration.
