HED4807 Assignment
5 PORTFOLIO
(COMPLETE ANSWERS]
2024 - DUE 13 January
2025
[Type the document subtitle]
[Pick the date]
[Type the company name]
, Exam (elaborations)
HED4807 Assignment 5 PORTFOLIO
(COMPLETE ANSWERS) 2024 - DUE 13
January 2025
Course
Language Teaching and Learning in Education (HED4807)
Institution
University Of South Africa (Unisa)
Book
Language in Language Teacher Education
HED4807 Assignment 5 PORTFOLIO (COMPLETE ANSWERS) 2024 - DUE 13
January 2025; 100% TRUSTED Complete, trusted solutions and explanations.
For assistance,. Ensure your success with us...
QUESTON 1: LANGUAGE EDUCATION POLICIES (15) 1.1 Provide your own
interpretation of how the LiEP has influenced language learning and teaching, and
whether it has promoted multilingualism. (5) 1.2 What is your recommendation on
how the language of teaching and learning (LoLT) should be chosen. Substantiate
your view referring to first and additional language theories and policy documents.
(10) QUESTION 2: THEORIES (20) 2.1 Discuss shortcomings that behaviourism as a
theory of language acquisition presents. (4) 2.2 The behaviourist, nativist, socio-
interactivist and cognitive development theories each provides unique perspectives
on language acquisition and development, and they can complement each other in
various ways. Provide a summary of how the nativist and socio-interactivist theories
explain how language is acquired. (6) 2.3 Explain in your own words what
scaffolding in language learning means. (5) 2.4 By referring to Vygostsky’s zone of
proximal development explain why an exercise such as the cloze procedure is
effective in scaffolding language learning. (5) QUESTION 3: MULTILINGUALISM (20)
Read the following abstract and answer the question that follows. Perceptions of
Grade 11 Setswana Home Language Learners Regarding English as The Language
of Learning and Teaching in a Rural South African School. ABSTRACT South African
learners are among the millions globally who learn English as a second language
and use it as the language of learning and teaching at various stages of their
educational careers. The literature abounds with views from language and
education experts confirming that proficiency in the language of teaching and
learning is crucial for academic success. However, the voices of the learners
themselves are absent in discussions on this crucial matter. This study investigated
the perceptions of Setswana Home Language learners about studying English as a
subject and using it as the language of teaching and learning. The research focused
, on Grade 11 Setswana Home Language learners in a rural public secondary school
in the Bojanala Education District, North-West Province, South Africa. Guided by
Vygotsky’ socio-cultural theory, this single case qualitative study collected data
through a questionnaire administered to a purposefully sampled Grade 11 English
First Additional Language class, with qualitative analysis of the responses. Findings
revealed that learners felt they did not have a thorough understanding of English;
lacked confidence in speaking it; had poor speaking and writing skills, preferred
Setswana as the language of teaching and learning, were exposed to the use of
both their home language and English in the classroom and lacked sufficient access
to English in their home environments (Azagsiab and Manyike, 2024). 3.1 Based on
the findings in the abstract, what are the factors that contribute to the learners' lack
of confidence in speaking English despite being exposed to it in the classroom? (5)
3.2 Use the table below to illustrate how the teachers could teach grade 11
Setswana learners and overcome the challenges they have with English as a second
language. Culturally sustaining pedagogy in combination with the translanguaging
approach Language teaching aspects Brief description of the aspects Your
application of these aspects in the language lesson Translanguaging approach
Building a classroom ecology where multilingual learners can make meaning and
legitimising home language practices (5) Socio-cultural theory Social interactions
are primarily responsible for learning a first additional language. Interaction within
the zone of proximal development is critical. (5) First-additional language
approaches Choose a first additional language approach from learning unit 4 that
you will apply. (5) QUESTION 4: THE CAPS DOCUMENT (20) Study the grade 9
English FAL Term 1 week 1-2 teaching plan below. Discuss how the communicative
language teaching (CLT) approach may be appropriate to teach week 1-2 in grade 9
term 1. Base your discussion on the CLT three guiding principles (Learning unit
4.1.3) namely: • communicative activities, • learners’ involvement in meaningful
real-world task, • the learners must be learning meaningful and authentic language
use. You may include in your answer approaches that you would use such as the
process approach. Use the following headings to structure your answer: 1. Listening
and speaking (5) 2. Reading and viewing (5) 3. Writing and presenting (5) 4.
Language structures and conventions (5) GRADE 9 ENGLISH FAL TERM 1 WEEK 1-2
TEACHING PLAN QUESTION 5: LANGUAGE ASSESSMENT (10) 4.1 Read the Grade 12
English FAL Paper 1, November 2023. Question 1 and Question 4. Which theory
underlies the two questions, is it social constructivist or behaviourist? Consider that
the questions may not have the same theoretical basis. (1) 4.2 Discuss how the
theory and assessment strategy underlying the Question 1 and Question 4
respectively could possibly influence the teaching and implementation of the CAPS
document with its focus on the process approach and assessment for learning. (9)
QUESTION 6: A PERSONAL LANGUAGE EDUCATION PHILOSOPHY (15) In the first and
fourth assessments you had to respond to prompts to formulate and revise your
language teaching philosophy. These reflections were aimed at assisting you to
engage with your thoughts and attitudes towards language teaching. In the table
below in each section explain how your teaching philosophy has changed over the
5 PORTFOLIO
(COMPLETE ANSWERS]
2024 - DUE 13 January
2025
[Type the document subtitle]
[Pick the date]
[Type the company name]
, Exam (elaborations)
HED4807 Assignment 5 PORTFOLIO
(COMPLETE ANSWERS) 2024 - DUE 13
January 2025
Course
Language Teaching and Learning in Education (HED4807)
Institution
University Of South Africa (Unisa)
Book
Language in Language Teacher Education
HED4807 Assignment 5 PORTFOLIO (COMPLETE ANSWERS) 2024 - DUE 13
January 2025; 100% TRUSTED Complete, trusted solutions and explanations.
For assistance,. Ensure your success with us...
QUESTON 1: LANGUAGE EDUCATION POLICIES (15) 1.1 Provide your own
interpretation of how the LiEP has influenced language learning and teaching, and
whether it has promoted multilingualism. (5) 1.2 What is your recommendation on
how the language of teaching and learning (LoLT) should be chosen. Substantiate
your view referring to first and additional language theories and policy documents.
(10) QUESTION 2: THEORIES (20) 2.1 Discuss shortcomings that behaviourism as a
theory of language acquisition presents. (4) 2.2 The behaviourist, nativist, socio-
interactivist and cognitive development theories each provides unique perspectives
on language acquisition and development, and they can complement each other in
various ways. Provide a summary of how the nativist and socio-interactivist theories
explain how language is acquired. (6) 2.3 Explain in your own words what
scaffolding in language learning means. (5) 2.4 By referring to Vygostsky’s zone of
proximal development explain why an exercise such as the cloze procedure is
effective in scaffolding language learning. (5) QUESTION 3: MULTILINGUALISM (20)
Read the following abstract and answer the question that follows. Perceptions of
Grade 11 Setswana Home Language Learners Regarding English as The Language
of Learning and Teaching in a Rural South African School. ABSTRACT South African
learners are among the millions globally who learn English as a second language
and use it as the language of learning and teaching at various stages of their
educational careers. The literature abounds with views from language and
education experts confirming that proficiency in the language of teaching and
learning is crucial for academic success. However, the voices of the learners
themselves are absent in discussions on this crucial matter. This study investigated
the perceptions of Setswana Home Language learners about studying English as a
subject and using it as the language of teaching and learning. The research focused
, on Grade 11 Setswana Home Language learners in a rural public secondary school
in the Bojanala Education District, North-West Province, South Africa. Guided by
Vygotsky’ socio-cultural theory, this single case qualitative study collected data
through a questionnaire administered to a purposefully sampled Grade 11 English
First Additional Language class, with qualitative analysis of the responses. Findings
revealed that learners felt they did not have a thorough understanding of English;
lacked confidence in speaking it; had poor speaking and writing skills, preferred
Setswana as the language of teaching and learning, were exposed to the use of
both their home language and English in the classroom and lacked sufficient access
to English in their home environments (Azagsiab and Manyike, 2024). 3.1 Based on
the findings in the abstract, what are the factors that contribute to the learners' lack
of confidence in speaking English despite being exposed to it in the classroom? (5)
3.2 Use the table below to illustrate how the teachers could teach grade 11
Setswana learners and overcome the challenges they have with English as a second
language. Culturally sustaining pedagogy in combination with the translanguaging
approach Language teaching aspects Brief description of the aspects Your
application of these aspects in the language lesson Translanguaging approach
Building a classroom ecology where multilingual learners can make meaning and
legitimising home language practices (5) Socio-cultural theory Social interactions
are primarily responsible for learning a first additional language. Interaction within
the zone of proximal development is critical. (5) First-additional language
approaches Choose a first additional language approach from learning unit 4 that
you will apply. (5) QUESTION 4: THE CAPS DOCUMENT (20) Study the grade 9
English FAL Term 1 week 1-2 teaching plan below. Discuss how the communicative
language teaching (CLT) approach may be appropriate to teach week 1-2 in grade 9
term 1. Base your discussion on the CLT three guiding principles (Learning unit
4.1.3) namely: • communicative activities, • learners’ involvement in meaningful
real-world task, • the learners must be learning meaningful and authentic language
use. You may include in your answer approaches that you would use such as the
process approach. Use the following headings to structure your answer: 1. Listening
and speaking (5) 2. Reading and viewing (5) 3. Writing and presenting (5) 4.
Language structures and conventions (5) GRADE 9 ENGLISH FAL TERM 1 WEEK 1-2
TEACHING PLAN QUESTION 5: LANGUAGE ASSESSMENT (10) 4.1 Read the Grade 12
English FAL Paper 1, November 2023. Question 1 and Question 4. Which theory
underlies the two questions, is it social constructivist or behaviourist? Consider that
the questions may not have the same theoretical basis. (1) 4.2 Discuss how the
theory and assessment strategy underlying the Question 1 and Question 4
respectively could possibly influence the teaching and implementation of the CAPS
document with its focus on the process approach and assessment for learning. (9)
QUESTION 6: A PERSONAL LANGUAGE EDUCATION PHILOSOPHY (15) In the first and
fourth assessments you had to respond to prompts to formulate and revise your
language teaching philosophy. These reflections were aimed at assisting you to
engage with your thoughts and attitudes towards language teaching. In the table
below in each section explain how your teaching philosophy has changed over the
