EDP May June 2016
, Question 1
As an educator you are likely to face a classroom full of learners who come from diferent cultural
backgrounds. With this in mind, complete the following.
1. For Banks (1994), competence in two languages appears to infuence academic
achievement in three ways, namely additive bilingualism, dominant bilingualism and
subtractive bilingualism. Defne each to illustrate you will be able to assist learners who
are experiencing academic problems (10)
Additive bilinguallim eeeeem o wheng l peem ng im c pleoely flaengo ing ow llngualuem ing mach l
wly ohlo io bengefom ohe peem ng lclde icllly. They lee lble o leleng l c ngcepo ing nge
llngualue lngd oelngmeee ohim angdeemolngdingu o ohe ohee llngualue. They hlve l c ungitive
ldvlngolue vee ng linguall lelengeem lm ohey hlve ohe lbilioy o eefleco ng ohe moeacoaee lngd
amlue e llngualue ( eollinguaimtic lctivioyy.
D inglngo bilinguallim hlm ng ldvlngolue e dimldvlngolue e e lelengeem lclde icllly. They lee
flaengo ing nge llngualue lngd c peoengo ing l mec ngd llngualue.
Saboelctive bilinguallim hlm l dimldvlngolue lclde icllly e e ohe lelengee. Thim ccaem wheng
ohe lelengee im ng o mafciengoly pe fciengo ing oheie h e llngualue lngd oham clngng o oelngmeee ohe
ngecemmley mkillm lngd kng wledue o l mec ngd llngualue. Theme lelengeem ly be
c ngveemlti ngllly pe fciengo lo b oh llngualuem bao moeauule lclde icllly dae o ng o beingu
lble o baild ng oheie h e llngualue kng wledue.
2. Provide a practical classroom example from your subjeect to illustrate your understanding
of a culturally unbiased classroom (5)
A caloaellly angbilmed cllmme im nge wheee lelengeem lll hlve lccemm o lelengingu loeeillm
lngd mapp eo, wheee ohe lelengingu loeeillm eepeemengo lll caloaeem ing l p mitive lngngee lngd
oheee im eqall e phlmim ng ohe himo eicll lngd de eepeemengolti ngm e ohe caloaee. The
oelchee llm delwm ng ohe lived expeeiengcem e ohe lelengeem, ingc ep eltingu oheme ingo ohe
lemm ngm, viewm oheie ha lng eiuhom edaclti ng pelcticem h limticllly (ingc ep eloem caloaee lngd
eempeco e e difeeengcem ingo lll lmpecom e ohe mch l dlyy, lngd engmaeem ohlo diveeme
peempectivem lee peemengoed.
F e exl ple, ing y Engulimh cllmm, I w ald ame mo eiem ohlo eepeemengo difeeengo caloaell ue apm
(o ld ee oheie p ingo e viewy lb ao evengom ing himo ey lngd deeng ti em lngd oheng
engc aelue cllmme dimcammi ng e oheme p ingom. Ing ohe cllmm dimcammi ngm, lelengeem clng beingu
ap h w oheie wng caloaell pelcticem difee ee oh me ing ohe mo eiem.
, Question 1
As an educator you are likely to face a classroom full of learners who come from diferent cultural
backgrounds. With this in mind, complete the following.
1. For Banks (1994), competence in two languages appears to infuence academic
achievement in three ways, namely additive bilingualism, dominant bilingualism and
subtractive bilingualism. Defne each to illustrate you will be able to assist learners who
are experiencing academic problems (10)
Additive bilinguallim eeeeem o wheng l peem ng im c pleoely flaengo ing ow llngualuem ing mach l
wly ohlo io bengefom ohe peem ng lclde icllly. They lee lble o leleng l c ngcepo ing nge
llngualue lngd oelngmeee ohim angdeemolngdingu o ohe ohee llngualue. They hlve l c ungitive
ldvlngolue vee ng linguall lelengeem lm ohey hlve ohe lbilioy o eefleco ng ohe moeacoaee lngd
amlue e llngualue ( eollinguaimtic lctivioyy.
D inglngo bilinguallim hlm ng ldvlngolue e dimldvlngolue e e lelengeem lclde icllly. They lee
flaengo ing nge llngualue lngd c peoengo ing l mec ngd llngualue.
Saboelctive bilinguallim hlm l dimldvlngolue lclde icllly e e ohe lelengee. Thim ccaem wheng
ohe lelengee im ng o mafciengoly pe fciengo ing oheie h e llngualue lngd oham clngng o oelngmeee ohe
ngecemmley mkillm lngd kng wledue o l mec ngd llngualue. Theme lelengeem ly be
c ngveemlti ngllly pe fciengo lo b oh llngualuem bao moeauule lclde icllly dae o ng o beingu
lble o baild ng oheie h e llngualue kng wledue.
2. Provide a practical classroom example from your subjeect to illustrate your understanding
of a culturally unbiased classroom (5)
A caloaellly angbilmed cllmme im nge wheee lelengeem lll hlve lccemm o lelengingu loeeillm
lngd mapp eo, wheee ohe lelengingu loeeillm eepeemengo lll caloaeem ing l p mitive lngngee lngd
oheee im eqall e phlmim ng ohe himo eicll lngd de eepeemengolti ngm e ohe caloaee. The
oelchee llm delwm ng ohe lived expeeiengcem e ohe lelengeem, ingc ep eltingu oheme ingo ohe
lemm ngm, viewm oheie ha lng eiuhom edaclti ng pelcticem h limticllly (ingc ep eloem caloaee lngd
eempeco e e difeeengcem ingo lll lmpecom e ohe mch l dlyy, lngd engmaeem ohlo diveeme
peempectivem lee peemengoed.
F e exl ple, ing y Engulimh cllmm, I w ald ame mo eiem ohlo eepeemengo difeeengo caloaell ue apm
(o ld ee oheie p ingo e viewy lb ao evengom ing himo ey lngd deeng ti em lngd oheng
engc aelue cllmme dimcammi ng e oheme p ingom. Ing ohe cllmm dimcammi ngm, lelengeem clng beingu
ap h w oheie wng caloaell pelcticem difee ee oh me ing ohe mo eiem.
