ASSIGNMENT 1:
TEACHING AND LEARNING AFRIKAANS AS A FIRST ADDITIONAL LANGUAGE (FAL) IN
THE FOUNDATION PHASE
ACADEMIC ESSAY
IN PARTIAL FULFILMENT
OF THE REQUIREMENTS IN POST GRADUATE CERTIFICATE IN EDUCATION
(FOUNDATION PHASE) (PGCE FP)
FOR
AFRIKAANS FIRST ADDITIONAL LANGUAGE (FAL) ED4- AFR 1B (FP)
AT
CORNERSTONE INSTITUTE
BY
….
9 AUGUST 2020
,TABLE OF CONTENTS
1. INTRODUCTION
It was Urie Bronfenbrenner who informed our understanding of the delicate relationship that
exists between young learners and their external environment including family and school
systems. He provided educators with a theoretical framework for understanding how the various
systems impact learner's ability to develop as holistic individuals who are capable of achieving
their full academic and social potential (Krüger & Nel, 2005: 215). It is recognized that parental
involvement is at the heart of learner's academic success and is recognized by the Department
of Education as an important factor in reaching the outcomes that are outlined in the Curriculum
Assessment and Policy Statement for Foundation Phase learners (DBE, 2011: 5). As parents
and teachers work closely together, they can identify and address potential barriers that
learners may face in and outside of the classroom. Unfortunately, this is not always the case in
South Africa as many families come from disadvantaged backgrounds with little socio-economic
support and resources, which may hinder parent's ability to be fully involved in their children's
education (Krüger & Nel, 2005: 221). It is therefore important that teachers provide learners with
a supportive environment that caters to their unique learning needs.
Page 2
, 2. RESPONSE TO CONCERNED FOUNDATION PHASE PARENTS
2.1 EMAIL - GRADE 3 PARENT
9 August 2020 Bluebird Academy
Foundation Phase Learning
[Tel: 000-000-0000]
Good day Mrs. Blake,
I would like to thank you for bringing your concerns to my attention and I’d be happy to
provide some clarity and advice regarding Afrikaans as a First Additional Language to
support Ben in reaching his full potential.
I greatly value parent support in addressing any barriers learners may face in or out of
class, as parents involvement and positive attitudes towards learning can have a long-
long-lasting impact on the healthy development of learners social, academic and
linguistic skills (Krüger & Nel, 2005: 84).
There must remain harmony and open communication between all the systems that
influence learner’s holistic development and their ability to acquire an additional
language including their social, school and home context (Krüger & Nel, 2005: 85). It is
therefore important that we work closely together with Ben to address any barriers he
may face with learning Afrikaans.
My wish is for learners to feel comfortable and supported in my class. I aim to equip
them with the skills and strategies necessary to become competent in their First
Additional Language. I hope to achieve this by following the guidelines set out in
the Curriculum and Assessment Policy Statement for Foundation Phase learning and
combining it with creative activities that integrate language into all areas of learning
(DBE, 2011: 8). It is important to integrate language across the curriculum as only three
to four hours per week are allocated to instruction time for first additional
language (DBE, 2011: 8).
To ensure that I create an inclusive classroom environment that promotes the diverse
needs and learning styles of my learners, I try to gain a thorough understanding of the
learner as an individual who has a unique approach to learning and try to accommodate
those needs to the best of my ability (DBE, 2011: 5).
Page 3
TEACHING AND LEARNING AFRIKAANS AS A FIRST ADDITIONAL LANGUAGE (FAL) IN
THE FOUNDATION PHASE
ACADEMIC ESSAY
IN PARTIAL FULFILMENT
OF THE REQUIREMENTS IN POST GRADUATE CERTIFICATE IN EDUCATION
(FOUNDATION PHASE) (PGCE FP)
FOR
AFRIKAANS FIRST ADDITIONAL LANGUAGE (FAL) ED4- AFR 1B (FP)
AT
CORNERSTONE INSTITUTE
BY
….
9 AUGUST 2020
,TABLE OF CONTENTS
1. INTRODUCTION
It was Urie Bronfenbrenner who informed our understanding of the delicate relationship that
exists between young learners and their external environment including family and school
systems. He provided educators with a theoretical framework for understanding how the various
systems impact learner's ability to develop as holistic individuals who are capable of achieving
their full academic and social potential (Krüger & Nel, 2005: 215). It is recognized that parental
involvement is at the heart of learner's academic success and is recognized by the Department
of Education as an important factor in reaching the outcomes that are outlined in the Curriculum
Assessment and Policy Statement for Foundation Phase learners (DBE, 2011: 5). As parents
and teachers work closely together, they can identify and address potential barriers that
learners may face in and outside of the classroom. Unfortunately, this is not always the case in
South Africa as many families come from disadvantaged backgrounds with little socio-economic
support and resources, which may hinder parent's ability to be fully involved in their children's
education (Krüger & Nel, 2005: 221). It is therefore important that teachers provide learners with
a supportive environment that caters to their unique learning needs.
Page 2
, 2. RESPONSE TO CONCERNED FOUNDATION PHASE PARENTS
2.1 EMAIL - GRADE 3 PARENT
9 August 2020 Bluebird Academy
Foundation Phase Learning
[Tel: 000-000-0000]
Good day Mrs. Blake,
I would like to thank you for bringing your concerns to my attention and I’d be happy to
provide some clarity and advice regarding Afrikaans as a First Additional Language to
support Ben in reaching his full potential.
I greatly value parent support in addressing any barriers learners may face in or out of
class, as parents involvement and positive attitudes towards learning can have a long-
long-lasting impact on the healthy development of learners social, academic and
linguistic skills (Krüger & Nel, 2005: 84).
There must remain harmony and open communication between all the systems that
influence learner’s holistic development and their ability to acquire an additional
language including their social, school and home context (Krüger & Nel, 2005: 85). It is
therefore important that we work closely together with Ben to address any barriers he
may face with learning Afrikaans.
My wish is for learners to feel comfortable and supported in my class. I aim to equip
them with the skills and strategies necessary to become competent in their First
Additional Language. I hope to achieve this by following the guidelines set out in
the Curriculum and Assessment Policy Statement for Foundation Phase learning and
combining it with creative activities that integrate language into all areas of learning
(DBE, 2011: 8). It is important to integrate language across the curriculum as only three
to four hours per week are allocated to instruction time for first additional
language (DBE, 2011: 8).
To ensure that I create an inclusive classroom environment that promotes the diverse
needs and learning styles of my learners, I try to gain a thorough understanding of the
learner as an individual who has a unique approach to learning and try to accommodate
those needs to the best of my ability (DBE, 2011: 5).
Page 3
