TMS3720 ASSIGNMENT 4 [DETAILED
ANSWERS] 2024 DISTINCTION
GUARANTEED
A GUARANTEED
ALL THE BEST
● Question: Compare and contrast the Input Hypothesis and the Interaction Hypothesis in
second language acquisition. How can these theories be applied in a multilingual
classroom?
● Answer:
, ○ The Input Hypothesis suggests that learners acquire language by being
exposed to language input that is slightly above their current proficiency level,
often referred to as "i+1."
○ The Interaction Hypothesis emphasizes the role of interaction in language
learning, where meaningful communication and feedback are crucial for
developing language skills.
○ In a multilingual classroom, these theories can be applied by providing students
with comprehensible input and creating opportunities for interaction through
group work and discussions.
2. Strategies for Supporting Multilingual Learners
● Question: What are some effective strategies for teaching a language in a multilingual
classroom where students have varying levels of proficiency in the target language?
● Answer:
○ Differentiated Instruction: Tailoring lessons to meet the different needs of
learners by offering varied levels of support, resources, and tasks.
○ Scaffolding: Providing temporary support to students until they can perform a
task independently, such as using visuals, modeling, or sentence starters.
○ Peer Learning: Encouraging students to work together, allowing stronger
students to support those who are less proficient.
3. Cultural Competence in Language Teaching
● Question: How does cultural competence influence language teaching in a multilingual
classroom? Provide examples of how teachers can integrate cultural awareness into
their language lessons.
● Answer:
○ Cultural Competence is the ability to understand, communicate with, and
effectively interact with people across cultures. It is essential in language
teaching as it helps teachers to create an inclusive learning environment and
make language learning more relevant to students.
○ Teachers can integrate cultural awareness by including materials and references
from various cultures, encouraging students to share their cultural backgrounds,
and discussing cultural norms and values in the target language.
4. Assessment in Multilingual Classrooms
● Question: What are some challenges of assessing language proficiency in a multilingual
classroom, and how can teachers address these challenges?
● Answer:
○ Challenges: Varying levels of language proficiency among students, cultural
differences in communication styles, and the potential bias in standardized tests.
○ Solutions: Use a variety of assessment methods, including formative
assessments, portfolio assessments, and performance-based tasks. Teachers
should also be mindful of cultural differences and provide clear criteria and
feedback
5. Code-Switching and Translanguaging
ANSWERS] 2024 DISTINCTION
GUARANTEED
A GUARANTEED
ALL THE BEST
● Question: Compare and contrast the Input Hypothesis and the Interaction Hypothesis in
second language acquisition. How can these theories be applied in a multilingual
classroom?
● Answer:
, ○ The Input Hypothesis suggests that learners acquire language by being
exposed to language input that is slightly above their current proficiency level,
often referred to as "i+1."
○ The Interaction Hypothesis emphasizes the role of interaction in language
learning, where meaningful communication and feedback are crucial for
developing language skills.
○ In a multilingual classroom, these theories can be applied by providing students
with comprehensible input and creating opportunities for interaction through
group work and discussions.
2. Strategies for Supporting Multilingual Learners
● Question: What are some effective strategies for teaching a language in a multilingual
classroom where students have varying levels of proficiency in the target language?
● Answer:
○ Differentiated Instruction: Tailoring lessons to meet the different needs of
learners by offering varied levels of support, resources, and tasks.
○ Scaffolding: Providing temporary support to students until they can perform a
task independently, such as using visuals, modeling, or sentence starters.
○ Peer Learning: Encouraging students to work together, allowing stronger
students to support those who are less proficient.
3. Cultural Competence in Language Teaching
● Question: How does cultural competence influence language teaching in a multilingual
classroom? Provide examples of how teachers can integrate cultural awareness into
their language lessons.
● Answer:
○ Cultural Competence is the ability to understand, communicate with, and
effectively interact with people across cultures. It is essential in language
teaching as it helps teachers to create an inclusive learning environment and
make language learning more relevant to students.
○ Teachers can integrate cultural awareness by including materials and references
from various cultures, encouraging students to share their cultural backgrounds,
and discussing cultural norms and values in the target language.
4. Assessment in Multilingual Classrooms
● Question: What are some challenges of assessing language proficiency in a multilingual
classroom, and how can teachers address these challenges?
● Answer:
○ Challenges: Varying levels of language proficiency among students, cultural
differences in communication styles, and the potential bias in standardized tests.
○ Solutions: Use a variety of assessment methods, including formative
assessments, portfolio assessments, and performance-based tasks. Teachers
should also be mindful of cultural differences and provide clear criteria and
feedback
5. Code-Switching and Translanguaging
