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FLT3701
EXAM PACK
DISTINCTION QUALITY
UNISA EXAM
, FLT3701 EXAM 2025
Question 1.1
Match each term with its description:
A. Emergent literacy - 2 (Early reading and writing behaviours before formal
instruction).
B. Realia - 3 (Physical objects used to teach vocabulary; real-life items).
C. Code-switching - 1 (Using learners’ home language to support English learning).
D. Basic Interpersonal Communication Skills (BICS) - 4 (Everyday conversational
English).
E. Cognitive Academic Language Proficiency (CALP) - 5 (Academic language used
in learning tasks).
Question 1.2
Indicate True or False and explain briefly:
1.2.1 False - In Grade R the LoLT is typically the learners’ home language, not
EFAL. English is introduced gradually; EFAL is not the LoLT in Grade R.
4- 1.2.2 True - Songs and rhymes are useful for developing listening skills and
phonemic awareness in EFAL. For example, singing with learners reduces anxiety
and helps them focus on sound patterns.
,4- 1.2.3 False - Shared reading supports multiple skills, not only speaking. When the
teacher reads a Big Book aloud and children join in, learners develop listening and
emergent reading skills in context, not just speaking.
1.2.4 False - Differentiated instruction means adapting teaching to meet diverse
learner needs, not teaching all learners in the same way.
1.2.5 True - Visual aids support comprehension by providing concrete cues. For
example, word cards with pictures give context clues that help learners guess and
remember meaning.
Question 1.3.1
Additive bilingualism means that a child’s home language (L1) continues to develop
while a second language (L2/EFAL) is acquired, so that both languages support
each other. It is important in EFAL teaching because teachers can build on what
children already know in their L1. For example, many foundational literacy skills
(like identifying letters, phonics patterns, and writing skills) are first taught in the
home language and then transferred to English. As notes explain, “FAL literacy
skills are influenced by and built on from HL, referred to as Additive Bilingualism”. In
practice, this means teachers scaffold English learning with the child’s L1 – pointing
out similarities in vocabulary and grammar – so that learners can transfer
conceptual knowledge. Additive bilingualism thus eases the learning of EFAL
(English) because the learner is not replacing but adding to their language
repertoire, which aligns with CAPS guidelines.
, Question 1.3.2
A teacher can use realia (real objects) to make new vocabulary concrete. For
example, to teach the word apple, the teacher brings a real apple to class, shows it,
lets learners touch and smell it, and elicits the word “apple” in English. Throughout
Grade 1, teachers might also use everyday items , toy animals, fruit, toys,
classroom objects, etc. to illustrate vocabulary. This hands-on approach creates
strong connections between the object and its English label, making the word more
memorable. Research shows that learning with realia “makes the learning
experience more memorable and [creates] connections between objects and
vocabulary words”. In practice, the teacher might pass around a toy car and ask
each learner in turn, “What is this? Say ‘car’.” The visual and tactile experience
reinforces understanding and helps retention of new words.
Question 1.3.3
BICS., Basic Interpersonal Communication Skills are the social language skills used
in everyday conversation e.g. greetings, chatting with friends). CALP Cognitive
Academic Language Proficiency is the academic language of textbooks and
classroom tasks. The key difference is that BICS is context-embedded,
conversational English, whereas CALP is context-reduced, academic English.
Cummins notes that “learners’ abilities in BICS does not guarantee proficiency in
CALP”. In other words, a child may speak English fluently when playing or chatting
(high BICS), but still struggle with academic tasks like understanding a science
lesson (CALP). Both are important in EFAL: strong BICS helps young learners
communicate needs and build confidence, while CALP is needed to learn new
concepts in English. Teachers must therefore develop both skills for example, by
FLT3701
EXAM PACK
DISTINCTION QUALITY
UNISA EXAM
, FLT3701 EXAM 2025
Question 1.1
Match each term with its description:
A. Emergent literacy - 2 (Early reading and writing behaviours before formal
instruction).
B. Realia - 3 (Physical objects used to teach vocabulary; real-life items).
C. Code-switching - 1 (Using learners’ home language to support English learning).
D. Basic Interpersonal Communication Skills (BICS) - 4 (Everyday conversational
English).
E. Cognitive Academic Language Proficiency (CALP) - 5 (Academic language used
in learning tasks).
Question 1.2
Indicate True or False and explain briefly:
1.2.1 False - In Grade R the LoLT is typically the learners’ home language, not
EFAL. English is introduced gradually; EFAL is not the LoLT in Grade R.
4- 1.2.2 True - Songs and rhymes are useful for developing listening skills and
phonemic awareness in EFAL. For example, singing with learners reduces anxiety
and helps them focus on sound patterns.
,4- 1.2.3 False - Shared reading supports multiple skills, not only speaking. When the
teacher reads a Big Book aloud and children join in, learners develop listening and
emergent reading skills in context, not just speaking.
1.2.4 False - Differentiated instruction means adapting teaching to meet diverse
learner needs, not teaching all learners in the same way.
1.2.5 True - Visual aids support comprehension by providing concrete cues. For
example, word cards with pictures give context clues that help learners guess and
remember meaning.
Question 1.3.1
Additive bilingualism means that a child’s home language (L1) continues to develop
while a second language (L2/EFAL) is acquired, so that both languages support
each other. It is important in EFAL teaching because teachers can build on what
children already know in their L1. For example, many foundational literacy skills
(like identifying letters, phonics patterns, and writing skills) are first taught in the
home language and then transferred to English. As notes explain, “FAL literacy
skills are influenced by and built on from HL, referred to as Additive Bilingualism”. In
practice, this means teachers scaffold English learning with the child’s L1 – pointing
out similarities in vocabulary and grammar – so that learners can transfer
conceptual knowledge. Additive bilingualism thus eases the learning of EFAL
(English) because the learner is not replacing but adding to their language
repertoire, which aligns with CAPS guidelines.
, Question 1.3.2
A teacher can use realia (real objects) to make new vocabulary concrete. For
example, to teach the word apple, the teacher brings a real apple to class, shows it,
lets learners touch and smell it, and elicits the word “apple” in English. Throughout
Grade 1, teachers might also use everyday items , toy animals, fruit, toys,
classroom objects, etc. to illustrate vocabulary. This hands-on approach creates
strong connections between the object and its English label, making the word more
memorable. Research shows that learning with realia “makes the learning
experience more memorable and [creates] connections between objects and
vocabulary words”. In practice, the teacher might pass around a toy car and ask
each learner in turn, “What is this? Say ‘car’.” The visual and tactile experience
reinforces understanding and helps retention of new words.
Question 1.3.3
BICS., Basic Interpersonal Communication Skills are the social language skills used
in everyday conversation e.g. greetings, chatting with friends). CALP Cognitive
Academic Language Proficiency is the academic language of textbooks and
classroom tasks. The key difference is that BICS is context-embedded,
conversational English, whereas CALP is context-reduced, academic English.
Cummins notes that “learners’ abilities in BICS does not guarantee proficiency in
CALP”. In other words, a child may speak English fluently when playing or chatting
(high BICS), but still struggle with academic tasks like understanding a science
lesson (CALP). Both are important in EFAL: strong BICS helps young learners
communicate needs and build confidence, while CALP is needed to learn new
concepts in English. Teachers must therefore develop both skills for example, by
