FLT3701 ASSIGNMENT 2 2026
DUE 1 JULY 2026
QUESTION 1
1.1 Language Theories
1.1.1 Definition of First Additional Language
A First Additional Language (FAL) is a language that is taught and learned in addition to
a learner's home language. In South African schools, it refers to an official language that
learners study as a subject, which is not their mother tongue. According to the
Curriculum and Assessment Policy Statement (CAPS), all learners in South Africa are
required to learn at least two official languages, one at home language level and the
other at first additional language level (DBE 2011). The purpose of learning a FAL is to
enable learners to communicate effectively in another language and to prepare them for
using that language as the Language of Learning and Teaching (LoLT) in higher grades
(FLT3701 Study Guide 2026:11-12).
1.1.2 Cummins' Language Proficiency Theories: BICS and CALP Activities
BICS (Basic Interpersonal Communication Skills) Show and Tell
Grade: 2
Theme: My Family
,Learners bring a photo or drawing of their family to class. They sit in a circle and take
turns describing their family members using simple English. The teacher encourages
natural conversation by asking questions like "Who is this?" "What is his/her name?"
"How old is your sister?" Learners are allowed to use short phrases and are not
corrected for minor errors. The focus is on meaningful communication in a social
context.
This activity develops BICS by allowing learners to use English in a natural, social
setting where they talk about something familiar and personal. They practise everyday
conversational language without the pressure of formal academic language.
BICS refers to the language used in everyday social interactions (Bester et al. 2019:15).
In this activity, learners use English to communicate about their families in a relaxed,
informal setting. The language is contextualised and supported by visual aids
(photos/drawings). Learners are encouraged to speak freely without fear of making
mistakes, which builds their confidence in using English for social communication
(FLT3701 Study Guide 2026:85-86).
, CALP (Cognitive Academic Language Proficiency) Animal Description
Paragraph
Grade: 2
Theme: Wild Animals
The teacher shows pictures of different wild animals (elephant, lion, giraffe, zebra) and
discusses their physical features, habitats and behaviours using simple English. The
teacher then gives learners a worksheet with a picture of an animal and sentence
frames to complete:
"This is a ______. It is ______ and ______. It has ______. It lives in the ______. It eats
______."
Learners must complete the sentences using the vocabulary they have learned. They
then read their sentences to the class.
This activity develops CALP by requiring learners to use academic language to describe
and explain information about animals. They must use specific vocabulary, organise
their thoughts, and produce written language that demonstrates understanding of
content.
CALP refers to the language proficiency needed for academic learning, including the
ability to listen, speak, read and write about abstract concepts and content (Bester et al.
2019:15). In this activity, learners use English to describe animals in a structured,
academic way. They must use correct vocabulary, organise information logically, and
demonstrate understanding of content. This contrasts with BICS, which focuses on
everyday social communication (FLT3701 Study Guide 2026:85-86).
DUE 1 JULY 2026
QUESTION 1
1.1 Language Theories
1.1.1 Definition of First Additional Language
A First Additional Language (FAL) is a language that is taught and learned in addition to
a learner's home language. In South African schools, it refers to an official language that
learners study as a subject, which is not their mother tongue. According to the
Curriculum and Assessment Policy Statement (CAPS), all learners in South Africa are
required to learn at least two official languages, one at home language level and the
other at first additional language level (DBE 2011). The purpose of learning a FAL is to
enable learners to communicate effectively in another language and to prepare them for
using that language as the Language of Learning and Teaching (LoLT) in higher grades
(FLT3701 Study Guide 2026:11-12).
1.1.2 Cummins' Language Proficiency Theories: BICS and CALP Activities
BICS (Basic Interpersonal Communication Skills) Show and Tell
Grade: 2
Theme: My Family
,Learners bring a photo or drawing of their family to class. They sit in a circle and take
turns describing their family members using simple English. The teacher encourages
natural conversation by asking questions like "Who is this?" "What is his/her name?"
"How old is your sister?" Learners are allowed to use short phrases and are not
corrected for minor errors. The focus is on meaningful communication in a social
context.
This activity develops BICS by allowing learners to use English in a natural, social
setting where they talk about something familiar and personal. They practise everyday
conversational language without the pressure of formal academic language.
BICS refers to the language used in everyday social interactions (Bester et al. 2019:15).
In this activity, learners use English to communicate about their families in a relaxed,
informal setting. The language is contextualised and supported by visual aids
(photos/drawings). Learners are encouraged to speak freely without fear of making
mistakes, which builds their confidence in using English for social communication
(FLT3701 Study Guide 2026:85-86).
, CALP (Cognitive Academic Language Proficiency) Animal Description
Paragraph
Grade: 2
Theme: Wild Animals
The teacher shows pictures of different wild animals (elephant, lion, giraffe, zebra) and
discusses their physical features, habitats and behaviours using simple English. The
teacher then gives learners a worksheet with a picture of an animal and sentence
frames to complete:
"This is a ______. It is ______ and ______. It has ______. It lives in the ______. It eats
______."
Learners must complete the sentences using the vocabulary they have learned. They
then read their sentences to the class.
This activity develops CALP by requiring learners to use academic language to describe
and explain information about animals. They must use specific vocabulary, organise
their thoughts, and produce written language that demonstrates understanding of
content.
CALP refers to the language proficiency needed for academic learning, including the
ability to listen, speak, read and write about abstract concepts and content (Bester et al.
2019:15). In this activity, learners use English to describe animals in a structured,
academic way. They must use correct vocabulary, organise information logically, and
demonstrate understanding of content. This contrasts with BICS, which focuses on
everyday social communication (FLT3701 Study Guide 2026:85-86).
