May 28
TEACHING
PRACTICE
IV 3704 2025
TPN3704 DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL STUDIES
COLLEGE OF EDUCATION UNIVERSITY OF SOUTH AFRICA
UNIQUE
ASSESSMENT 01 NO :206034
, ALL QUESTION ANSWERED
REFERENCE INCULDED
PASS GUARANTEED
PLAGIARISM FREE
Question 1: Multicultural Classrooms Refer to the URL link one and respond to the following
questions: 1.1 Define "modelling" as an instructional strategy. (2)
Modelling is a teaching technique where the educator demonstrates a concept, skill, or
behavior for students to observe and imitate. It helps learners understand expectations and
develop new skills by providing clear, structured examples.
1.2 List three techniques mentioned in the chapter that enhance modelling in multilingual
classrooms. (2)
Code-Switching – Alternating between languages to facilitate understanding.
Scaffolding – Using visual aids, gestures, and simplified language to support learning.
Translanguaging – Encouraging students to use their full linguistic repertoire to process and
express ideas.
1.3 Explain how scaffolding supports language learning in multilingual classrooms. Use
examples from the chapter. (3)
Scaffolding supports language learning in multilingual classrooms by providing structured
assistance that helps learners gradually develop their language skills. It allows teachers to
bridge the gap between what learners already know and what they need to learn.
Examples from the Chapter:
Visual Aids and Gestures – Teachers use pictures, diagrams, and hand gestures to help learners
understand new vocabulary and concepts. For instance, a teacher might point to a picture of an
apple while saying the word to reinforce meaning.
Modeling and Repetition – Educators demonstrate sentence structures or pronunciation, and
learners repeat after them. For example, in a classroom with multiple languages, a teacher may
, first say a sentence in English and then provide a translation in the students' home language
before having them practice the phrase.
Peer Support – More proficient learners assist others by translating, explaining concepts, or
working in small groups. For instance, a bilingual student may help a peer understand an
English reading passage by summarizing it in their shared home language.
These scaffolding strategies gradually reduce learners' dependence on assistance, enabling
them to develop confidence and fluency in the target language.
1.4 Imagine you are teaching a class with diverse linguistic backgrounds. Design a short
activity that incorporates explicit vocabulary instruction. (3)
Activity: Vocabulary Treasure Hunt
Objective: To enhance vocabulary acquisition through explicit instruction and interactive
learning.
Instructions:
Introduction (5 minutes): Introduce 5 new words related to a theme (e.g., "Weather": sunny,
cloudy, stormy, windy, rainy). Write each word on the board, provide definitions, and use them
in sentences.
Group Work (10 minutes): Divide learners into small groups. Give each group picture cards and
word cards. They must match the correct word to the picture and use it in a sentence.
Treasure Hunt (10 minutes): Hide word cards around the classroom. Learners search for them,
then say the word aloud, define it, and use it in a sentence.
Wrap-up (5 minutes): Review words with the whole class through a quick Q&A game.
Assessment: Observe participation and correctness in word usage.
1.5 Compare and contrast the roles of contextualised learning and collaborative activities in
supporting English First Additional Language (EFAL) learners. (3)
Contextualized learning and collaborative activities both support English First Additional
Language (EFAL) learners but in different ways:
TEACHING
PRACTICE
IV 3704 2025
TPN3704 DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL STUDIES
COLLEGE OF EDUCATION UNIVERSITY OF SOUTH AFRICA
UNIQUE
ASSESSMENT 01 NO :206034
, ALL QUESTION ANSWERED
REFERENCE INCULDED
PASS GUARANTEED
PLAGIARISM FREE
Question 1: Multicultural Classrooms Refer to the URL link one and respond to the following
questions: 1.1 Define "modelling" as an instructional strategy. (2)
Modelling is a teaching technique where the educator demonstrates a concept, skill, or
behavior for students to observe and imitate. It helps learners understand expectations and
develop new skills by providing clear, structured examples.
1.2 List three techniques mentioned in the chapter that enhance modelling in multilingual
classrooms. (2)
Code-Switching – Alternating between languages to facilitate understanding.
Scaffolding – Using visual aids, gestures, and simplified language to support learning.
Translanguaging – Encouraging students to use their full linguistic repertoire to process and
express ideas.
1.3 Explain how scaffolding supports language learning in multilingual classrooms. Use
examples from the chapter. (3)
Scaffolding supports language learning in multilingual classrooms by providing structured
assistance that helps learners gradually develop their language skills. It allows teachers to
bridge the gap between what learners already know and what they need to learn.
Examples from the Chapter:
Visual Aids and Gestures – Teachers use pictures, diagrams, and hand gestures to help learners
understand new vocabulary and concepts. For instance, a teacher might point to a picture of an
apple while saying the word to reinforce meaning.
Modeling and Repetition – Educators demonstrate sentence structures or pronunciation, and
learners repeat after them. For example, in a classroom with multiple languages, a teacher may
, first say a sentence in English and then provide a translation in the students' home language
before having them practice the phrase.
Peer Support – More proficient learners assist others by translating, explaining concepts, or
working in small groups. For instance, a bilingual student may help a peer understand an
English reading passage by summarizing it in their shared home language.
These scaffolding strategies gradually reduce learners' dependence on assistance, enabling
them to develop confidence and fluency in the target language.
1.4 Imagine you are teaching a class with diverse linguistic backgrounds. Design a short
activity that incorporates explicit vocabulary instruction. (3)
Activity: Vocabulary Treasure Hunt
Objective: To enhance vocabulary acquisition through explicit instruction and interactive
learning.
Instructions:
Introduction (5 minutes): Introduce 5 new words related to a theme (e.g., "Weather": sunny,
cloudy, stormy, windy, rainy). Write each word on the board, provide definitions, and use them
in sentences.
Group Work (10 minutes): Divide learners into small groups. Give each group picture cards and
word cards. They must match the correct word to the picture and use it in a sentence.
Treasure Hunt (10 minutes): Hide word cards around the classroom. Learners search for them,
then say the word aloud, define it, and use it in a sentence.
Wrap-up (5 minutes): Review words with the whole class through a quick Q&A game.
Assessment: Observe participation and correctness in word usage.
1.5 Compare and contrast the roles of contextualised learning and collaborative activities in
supporting English First Additional Language (EFAL) learners. (3)
Contextualized learning and collaborative activities both support English First Additional
Language (EFAL) learners but in different ways:
