HONESTY DECLARATION FOR THE DEPARTMENT OF LANGUAGE EDUCATION, ARTS AND
CULTURE
1. I know that plagiarism means taking and using the ideas, writings, works or
inventions of another as if they were one’s own. I know that plagiarism not only
includes verbatim copying, but also the extensive use of another person’s ideas
without proper acknowledgement (which includes the proper use of quotation
marks) or any attempt to cheat the plagiarism checking system. I know that
plagiarism covers the use of material found in textual sources and from the Internet.
2. I acknowledge and understand that plagiarism is wrong.
3. I understand that my assignment/exam answers must be accurately referenced.
4. This assignment/exam file/portfolio is my own work. I acknowledge that copying
someone else’s work, or part of it, is wrong, and that submitting identical work to
others constitutes a form of plagiarism.
5. I have not allowed, nor will I in the future allow anyone to copy my work with the
intention of passing it off as their own work.
6. I understand that I can be awarded 0% if I have plagiarized.
7. I understand that my assignment/exam file/portfolio may be submitted
automatically to Turnitin.
8. I confirm that I have read and understood the following UNISA policies:
8.1. Policy for Copyright and Plagiarism
8.2. Policy on Academic Integrity
8.3. Student Disciplinary Code
, QUESTION 1
1.1. What aspects should a home language teacher keep in mind when teaching a
home language to intermediate phase (IP) learners in a multicultural context?
The learners linguistic and cultural background
Establish a curriculum for language learning in a curriculum in primary and secondary
education for second language learning of the language of instruction; Establish unbiased
assessment tools for testing and monitoring competences and cognitive skills of children
without the language of instruction; Enable the dispersal of children without the language of
instruction to reduce segregation and pressure on a small number of schools having large
proportions of children without the language of instruction; Provide schools with core
funding to cover extra costs of reception and immersion of children without the language of
instruction, a minimum of formal mother tongue support, and in-service training that
supports all teachers to teach children whose competence in the language of instruction is
lower than native children; Provide project funding assistance for out of school activities
providing additional education and support to children without the language of instruction;
Establish language simplification in assessment tests; Establish flexible policies towards
foreign language learning which include the most frequently spoken mother tongues and
their recognition in school qualifications and examinations of foreign language
competences; Establish an initial teacher training curriculum to prepare teachers to work in
multilingual classrooms and provide qualified mother tongue teachers.
The learner’s strengths and weaknesses
Establish language simplification in assessment tests; ƒ Establish flexible policies towards
foreign language learning which include the most frequently spoken mother tongues and
their recognition in school qualifications and examinations of foreign language
competences; Establish an initial teacher training curriculum to prepare teachers to work in
multilingual classrooms and provide qualified mother tongue teachers.
1.2. What opportunities and challenges do you think you are likely to face as a home
language teacher in South Africa and how would you deal with them?
Opportunities include to strengthen the relationship between the learner and the teacher,
establish a strong identity for the learner, Acknowledging the learner’s linguistic diversity
which is bound to improve their social relations with other multilingual learners in the
classroom. Community spirit: parental support and positive feedback: A key cohort of
parents – typically the more engaged folk who attend the termly parents’ forums – are vocal
in their support of what happens at school.
Challenges include limited support, Learners disinterest/boredom, Language barrier,
loneliness, Insufficient time and resources like whiteboards and fancy projectors available in
classroom but not home. The challenge Most learners in South African schools face a
language barrier in the classroom. Any child who cannot use the language which he/she is
CULTURE
1. I know that plagiarism means taking and using the ideas, writings, works or
inventions of another as if they were one’s own. I know that plagiarism not only
includes verbatim copying, but also the extensive use of another person’s ideas
without proper acknowledgement (which includes the proper use of quotation
marks) or any attempt to cheat the plagiarism checking system. I know that
plagiarism covers the use of material found in textual sources and from the Internet.
2. I acknowledge and understand that plagiarism is wrong.
3. I understand that my assignment/exam answers must be accurately referenced.
4. This assignment/exam file/portfolio is my own work. I acknowledge that copying
someone else’s work, or part of it, is wrong, and that submitting identical work to
others constitutes a form of plagiarism.
5. I have not allowed, nor will I in the future allow anyone to copy my work with the
intention of passing it off as their own work.
6. I understand that I can be awarded 0% if I have plagiarized.
7. I understand that my assignment/exam file/portfolio may be submitted
automatically to Turnitin.
8. I confirm that I have read and understood the following UNISA policies:
8.1. Policy for Copyright and Plagiarism
8.2. Policy on Academic Integrity
8.3. Student Disciplinary Code
, QUESTION 1
1.1. What aspects should a home language teacher keep in mind when teaching a
home language to intermediate phase (IP) learners in a multicultural context?
The learners linguistic and cultural background
Establish a curriculum for language learning in a curriculum in primary and secondary
education for second language learning of the language of instruction; Establish unbiased
assessment tools for testing and monitoring competences and cognitive skills of children
without the language of instruction; Enable the dispersal of children without the language of
instruction to reduce segregation and pressure on a small number of schools having large
proportions of children without the language of instruction; Provide schools with core
funding to cover extra costs of reception and immersion of children without the language of
instruction, a minimum of formal mother tongue support, and in-service training that
supports all teachers to teach children whose competence in the language of instruction is
lower than native children; Provide project funding assistance for out of school activities
providing additional education and support to children without the language of instruction;
Establish language simplification in assessment tests; Establish flexible policies towards
foreign language learning which include the most frequently spoken mother tongues and
their recognition in school qualifications and examinations of foreign language
competences; Establish an initial teacher training curriculum to prepare teachers to work in
multilingual classrooms and provide qualified mother tongue teachers.
The learner’s strengths and weaknesses
Establish language simplification in assessment tests; ƒ Establish flexible policies towards
foreign language learning which include the most frequently spoken mother tongues and
their recognition in school qualifications and examinations of foreign language
competences; Establish an initial teacher training curriculum to prepare teachers to work in
multilingual classrooms and provide qualified mother tongue teachers.
1.2. What opportunities and challenges do you think you are likely to face as a home
language teacher in South Africa and how would you deal with them?
Opportunities include to strengthen the relationship between the learner and the teacher,
establish a strong identity for the learner, Acknowledging the learner’s linguistic diversity
which is bound to improve their social relations with other multilingual learners in the
classroom. Community spirit: parental support and positive feedback: A key cohort of
parents – typically the more engaged folk who attend the termly parents’ forums – are vocal
in their support of what happens at school.
Challenges include limited support, Learners disinterest/boredom, Language barrier,
loneliness, Insufficient time and resources like whiteboards and fancy projectors available in
classroom but not home. The challenge Most learners in South African schools face a
language barrier in the classroom. Any child who cannot use the language which he/she is
