HED4807 Assignment 5 PORTFOLIO (DETAILED ANSWERS) 2024 - DISTINCTION GUARANTEED

HED4807 Assignment 5 PORTFOLIO (DETAILED ANSWERS) 2024 - DISTINCTION GUARANTEED - DISTINCTION GUARANTEED - DISTINCTION GUARANTEED Answers, guidelines, workings and references ,... 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 last year and what has influenced the change. How has your language education philosophy changed and why has it changed? 1. Your foundational beliefs about language teaching and learning are. Summarise on a sentence of two what your core beliefs are. (3) 2. What is your philosophy regarding the learners and their classroom experience. For example, consider our multicultural and multilingual classrooms, and if teaching should teacher driven or learner- centred. (3) 3. Which language learning theories inform your teaching? Consider the language your approach to teaching language, and how you think learners learn languages. Which language learning theories do you think you apply in your teaching? (3) 4. What is Culturally Responsive Teaching. How is indigenous knowledge and indigenous knowledge systems part of your language education philosophy? (3) 5. Language teaching and learning approach. What is your preferred language teaching approach and why? (3)