HLT3701
ASSIGNMENT 2
DUE: 26 AUGUST 2025 (MEMO)
,HLT3701
ASSIGNMENT 2 2025
DUE 26 AUGUST 2025
QUESTION 1
1.1 The environment plays a significant role in the children’s development in
general and their language development, in particular (HLT3701 Study Guide 2020).
1.1.1 What is a language-rich environment?
A language-rich environment is a classroom setting where learners are surrounded by
spoken, written, and visual language materials that support language development. It is
designed to promote communication, listening, speaking, reading, and writing in natural
and engaging ways. In such environments, children have access to print materials (e.g.
books, labels, posters), and they are encouraged to engage in meaningful conversations,
storytelling, and active listening. This kind of environment supports both formal and
incidental language learning (Jacobs et al., 2004; HLT3701 Study Guide, 2020).
1.1.2 Two classroom activities to develop a language-rich classroom
Activity 1- Morning Oral Time & News Sharing
Each morning, learners gather on the carpet for a brief circle time where they discuss the
weather, day of the week, and any class events. During this time, selected learners share
personal news or do “Show and Tell.” This activity builds listening and speaking skills,
encourages rich vocabulary use, and promotes peer interaction (HLT3701 Study Guide,
2020).
Activity 2- Story Time with Questions
The teacher reads a story aloud using expression and pauses to ask open-ended
questions before, during, and after the story. Learners are encouraged to predict,
explain, and reflect. This not only supports listening and comprehension but also
vocabulary development and verbal expression (Ledwaba & Phatudi, 2019; Hill, 2008).
, 1.1.3 Four resources for classroom wall display using materials from the
environment
Word Wall - A board or wall space where high-frequency words and new vocabulary are
added weekly. Use recycled cardboard or paper for flashcards (Hill, 2008).
Alphabet Chart - Create a colourful A-Z chart using magazine cut-outs or hand-drawn
pictures for each letter.
Weather Chart - A daily update chart made from cardboard and coloured paper that
teaches days of the week, seasons, and weather-related vocabulary (HLT3701 Study
Guide, 2020).
Picture Posters - Use photos from magazines or printed images to create theme-based
posters e.g., animals, community helpers to introduce and recycle vocabulary (Bušljeta,
2013).
1.2.1 How teachers can facilitate language learning in the classroom
Teachers can support language development by creating structured (formal) and natural
(incidental) opportunities to learn and use language. The CAPS curriculum helps guide
systematic instruction in speaking, listening, reading, and writing. However, incidental
learning happens through everyday classroom experiences, such as conversations,
storytelling, and play (Jacobs et al., 2004; HLT3701 Study Guide, 2020).
Strategies to support language skills development
Listening
Use rhymes and songs like “Jack and Jill” to build phonological awareness. Read stories
with expression and ask questions before, during, and after the story (Ledwaba &
Phatudi, 2019).
Speaking
Use games like “I Spy,” “Show and Tell,” and encourage full-sentence responses. Ask
open-ended questions and provide prompts (HLT3701 Study Guide, 2020).
ASSIGNMENT 2
DUE: 26 AUGUST 2025 (MEMO)
,HLT3701
ASSIGNMENT 2 2025
DUE 26 AUGUST 2025
QUESTION 1
1.1 The environment plays a significant role in the children’s development in
general and their language development, in particular (HLT3701 Study Guide 2020).
1.1.1 What is a language-rich environment?
A language-rich environment is a classroom setting where learners are surrounded by
spoken, written, and visual language materials that support language development. It is
designed to promote communication, listening, speaking, reading, and writing in natural
and engaging ways. In such environments, children have access to print materials (e.g.
books, labels, posters), and they are encouraged to engage in meaningful conversations,
storytelling, and active listening. This kind of environment supports both formal and
incidental language learning (Jacobs et al., 2004; HLT3701 Study Guide, 2020).
1.1.2 Two classroom activities to develop a language-rich classroom
Activity 1- Morning Oral Time & News Sharing
Each morning, learners gather on the carpet for a brief circle time where they discuss the
weather, day of the week, and any class events. During this time, selected learners share
personal news or do “Show and Tell.” This activity builds listening and speaking skills,
encourages rich vocabulary use, and promotes peer interaction (HLT3701 Study Guide,
2020).
Activity 2- Story Time with Questions
The teacher reads a story aloud using expression and pauses to ask open-ended
questions before, during, and after the story. Learners are encouraged to predict,
explain, and reflect. This not only supports listening and comprehension but also
vocabulary development and verbal expression (Ledwaba & Phatudi, 2019; Hill, 2008).
, 1.1.3 Four resources for classroom wall display using materials from the
environment
Word Wall - A board or wall space where high-frequency words and new vocabulary are
added weekly. Use recycled cardboard or paper for flashcards (Hill, 2008).
Alphabet Chart - Create a colourful A-Z chart using magazine cut-outs or hand-drawn
pictures for each letter.
Weather Chart - A daily update chart made from cardboard and coloured paper that
teaches days of the week, seasons, and weather-related vocabulary (HLT3701 Study
Guide, 2020).
Picture Posters - Use photos from magazines or printed images to create theme-based
posters e.g., animals, community helpers to introduce and recycle vocabulary (Bušljeta,
2013).
1.2.1 How teachers can facilitate language learning in the classroom
Teachers can support language development by creating structured (formal) and natural
(incidental) opportunities to learn and use language. The CAPS curriculum helps guide
systematic instruction in speaking, listening, reading, and writing. However, incidental
learning happens through everyday classroom experiences, such as conversations,
storytelling, and play (Jacobs et al., 2004; HLT3701 Study Guide, 2020).
Strategies to support language skills development
Listening
Use rhymes and songs like “Jack and Jill” to build phonological awareness. Read stories
with expression and ask questions before, during, and after the story (Ledwaba &
Phatudi, 2019).
Speaking
Use games like “I Spy,” “Show and Tell,” and encourage full-sentence responses. Ask
open-ended questions and provide prompts (HLT3701 Study Guide, 2020).
