HLT3701
Assignment 2 2025
Unique number:
Due Date: July 2025
QUESTION 1
1.1.
1.1.1
A language-rich environment refers to a teaching and learning space that actively promotes
and supports the development of language skills through meaningful interaction, varied
resources, and intentional exposure to spoken and written language. In such environments,
learners are surrounded by opportunities to hear, speak, read, and write in the target
language across all daily activities. This includes the use of visual aids, storytelling, songs,
labels on classroom objects, charts, posters, books, and regular conversations that engage
learners in using language for real purposes.
According to Jacobs et al. (2004), a language-rich classroom provides learners with access
to teaching and learning materials that stimulate personal connections and deepen
understanding, especially when they are introduced to new words or concepts. Teachers
play a critical role in creating these environments by using various resources that support
Terms of use
By making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,orand
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
QUESTION 1
1.1.
1.1.1
A language-rich environment refers to a teaching and learning space that actively
promotes and supports the development of language skills through meaningful
interaction, varied resources, and intentional exposure to spoken and written
language. In such environments, learners are surrounded by opportunities to hear,
speak, read, and write in the target language across all daily activities. This includes
the use of visual aids, storytelling, songs, labels on classroom objects, charts,
posters, books, and regular conversations that engage learners in using language for
real purposes.
According to Jacobs et al. (2004), a language-rich classroom provides learners with
access to teaching and learning materials that stimulate personal connections and
deepen understanding, especially when they are introduced to new words or
concepts. Teachers play a critical role in creating these environments by using
various resources that support language development and cater for incidental
learning—learning that happens naturally and informally.
Bušljeta (2013) emphasizes that while speech is important, learning in modern
classrooms is incomplete without physical resources that engage learners actively. A
language-rich environment also involves a well-considered physical space that
encourages communication and collaboration. As learners tend to remember what
they see, the inclusion of visuals and interactive displays contributes significantly to
language retention and engagement.
1.1.2.
Activity 1: Classroom Vocabulary Wall (Theme-Based Word Corner)
Description:
This activity involves creating a colourful, interactive vocabulary wall in the
classroom based on the current theme or topic being taught (e.g., ―Farm Animals,‖
―Seasons,‖ or ―My Body‖). The teacher introduces 5–10 new words each week using
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
visuals, realia (real objects), and simple definitions or sentences. Each word is
accompanied by a picture and used in a sentence placed on the wall. Learners are
encouraged to interact with the wall daily—by reading, matching words with pictures,
or using the words in short oral sentences.
How this promotes language development:
Visual support reinforces memory (Jacobs et al., 2004).
Learners hear, see, and use the words, promoting multi-sensory learning.
It supports incidental learning as learners absorb language while moving
around the class (Bušljeta, 2013).
The wall fosters peer interaction, allowing learners to use the new vocabulary
in a social context.
Activity 2: "Show and Tell" – Speaking Circle
Description:
Each learner brings a small object from home (or selects one from the classroom
resource box) and describes it in front of the class. The teacher scaffolds the activity
by helping learners structure their sentences: e.g., ―This is a ___. It is used for ___. I
like it because ___.‖ Other learners are encouraged to ask questions or make
comments. The teacher models polite listening and turn-taking language.
How this promotes language development:
It encourages oral language production in a structured, supportive
environment.
Builds confidence in public speaking and sentence construction.
Encourages learners to connect personal experience with language (Jacobs
et al., 2004).
Promotes active participation and meaningful communication (Bušljeta, 2013).
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
Assignment 2 2025
Unique number:
Due Date: July 2025
QUESTION 1
1.1.
1.1.1
A language-rich environment refers to a teaching and learning space that actively promotes
and supports the development of language skills through meaningful interaction, varied
resources, and intentional exposure to spoken and written language. In such environments,
learners are surrounded by opportunities to hear, speak, read, and write in the target
language across all daily activities. This includes the use of visual aids, storytelling, songs,
labels on classroom objects, charts, posters, books, and regular conversations that engage
learners in using language for real purposes.
According to Jacobs et al. (2004), a language-rich classroom provides learners with access
to teaching and learning materials that stimulate personal connections and deepen
understanding, especially when they are introduced to new words or concepts. Teachers
play a critical role in creating these environments by using various resources that support
Terms of use
By making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,orand
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
QUESTION 1
1.1.
1.1.1
A language-rich environment refers to a teaching and learning space that actively
promotes and supports the development of language skills through meaningful
interaction, varied resources, and intentional exposure to spoken and written
language. In such environments, learners are surrounded by opportunities to hear,
speak, read, and write in the target language across all daily activities. This includes
the use of visual aids, storytelling, songs, labels on classroom objects, charts,
posters, books, and regular conversations that engage learners in using language for
real purposes.
According to Jacobs et al. (2004), a language-rich classroom provides learners with
access to teaching and learning materials that stimulate personal connections and
deepen understanding, especially when they are introduced to new words or
concepts. Teachers play a critical role in creating these environments by using
various resources that support language development and cater for incidental
learning—learning that happens naturally and informally.
Bušljeta (2013) emphasizes that while speech is important, learning in modern
classrooms is incomplete without physical resources that engage learners actively. A
language-rich environment also involves a well-considered physical space that
encourages communication and collaboration. As learners tend to remember what
they see, the inclusion of visuals and interactive displays contributes significantly to
language retention and engagement.
1.1.2.
Activity 1: Classroom Vocabulary Wall (Theme-Based Word Corner)
Description:
This activity involves creating a colourful, interactive vocabulary wall in the
classroom based on the current theme or topic being taught (e.g., ―Farm Animals,‖
―Seasons,‖ or ―My Body‖). The teacher introduces 5–10 new words each week using
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
visuals, realia (real objects), and simple definitions or sentences. Each word is
accompanied by a picture and used in a sentence placed on the wall. Learners are
encouraged to interact with the wall daily—by reading, matching words with pictures,
or using the words in short oral sentences.
How this promotes language development:
Visual support reinforces memory (Jacobs et al., 2004).
Learners hear, see, and use the words, promoting multi-sensory learning.
It supports incidental learning as learners absorb language while moving
around the class (Bušljeta, 2013).
The wall fosters peer interaction, allowing learners to use the new vocabulary
in a social context.
Activity 2: "Show and Tell" – Speaking Circle
Description:
Each learner brings a small object from home (or selects one from the classroom
resource box) and describes it in front of the class. The teacher scaffolds the activity
by helping learners structure their sentences: e.g., ―This is a ___. It is used for ___. I
like it because ___.‖ Other learners are encouraged to ask questions or make
comments. The teacher models polite listening and turn-taking language.
How this promotes language development:
It encourages oral language production in a structured, supportive
environment.
Builds confidence in public speaking and sentence construction.
Encourages learners to connect personal experience with language (Jacobs
et al., 2004).
Promotes active participation and meaningful communication (Bušljeta, 2013).
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
