,INC3701 ASSIGNMENT 6 (PORTFOLIO)
COMPLETE ANSWERS & GUIDELINES
DUE DATE: 22-30 SEPTEMBER 2025
TASK 1 (20 Marks)
Critically analyse the teacher's question in the image: "Are my learners struggling to
learn or am I struggling to teach?" In your response, discuss the potential factors
contributing to learners' struggles and how teachers' practices and attitudes might
influence the learning process. Provide examples to support your answer.
Understanding the Teacher’s Question
The teacher’s reflective question — “Are my learners struggling to learn or am I struggling to
teach?” — raises a critical issue regarding professional responsibility in education. It
challenges the traditional deficit-oriented approach that locates problems solely within the
learner and shifts attention to the teacher’s role in facilitating or obstructing learning. This
question aligns with inclusive pedagogical frameworks, which posit that barriers to learning
often arise from systemic, pedagogical, or environmental factors rather than learner incapacity
(Florian & Black-Hawkins, 2011). By reflecting on this question, educators acknowledge that
teaching is not a passive transfer of knowledge but a dynamic, adaptive process that must
respond to the diverse abilities, needs, and contexts of learners.
Socio-Economic and Environmental Factors Affecting Learning
Learners’ struggles are often rooted in socio-economic and environmental conditions that
influence engagement, motivation, and cognitive functioning. Poverty, malnutrition, and lack
of access to essential learning materials are common barriers in many South African
classrooms. Spaull (2019) notes that learners from disadvantaged communities frequently
underperform due to structural inequities that limit access to quality education, textbooks, and
technology. For instance, a learner arriving at school without breakfast may experience
decreased concentration and energy, which can be mistaken as disinterest or lack of ability.
Similarly, learners who lack access to computers or internet resources may struggle to
complete assignments or engage with digital learning platforms, further widening the
achievement gap (Van der Berg, 2020).
, In addition, environmental stressors, such as exposure to community violence or family
instability, can significantly affect learners’ emotional and cognitive readiness to learn. Donald,
Lazarus, and Lolwana (2010) highlight that psychosocial challenges in post-apartheid South
Africa continue to impede learner performance, creating a need for educators to integrate
social-emotional support alongside academic instruction. These examples underscore that
learning difficulties are not always reflective of intellectual deficits but often arise from broader
contextual conditions.
Language and Cultural Barriers
Language plays a pivotal role in the learning process, and linguistic barriers are a common
source of struggle for learners. In multilingual societies such as South Africa, many learners
are taught in a language that differs from their home language, creating comprehension and
communication challenges. Heugh (2015) emphasizes that the language of learning and
teaching (LoLT) can either facilitate or hinder understanding, particularly when learners must
process complex concepts in an unfamiliar language. For example, a learner fluent in isiZulu
but required to solve mathematics problems in English may struggle to interpret word problems
accurately, even though they possess the necessary cognitive skills.
Cultural differences also influence learning. Curriculum content or classroom practices that do
not reflect learners’ cultural backgrounds may limit engagement and meaningful participation.
Teachers who fail to incorporate culturally responsive pedagogy risk alienating learners and
reinforcing the perception of learning difficulties (Gay, 2018). Therefore, language and cultural
considerations are critical factors in understanding why learners might struggle and highlight
the teacher’s role in mitigating these barriers.
Cognitive and Learning Style Differences
Learners exhibit diverse cognitive abilities and learning preferences, which necessitate
differentiated instruction. Some students excel through visual learning, others through auditory
or kinesthetic approaches. Tomlinson (2014) stresses that failure to accommodate these
differences can result in learners appearing to struggle unnecessarily. For instance, a learner
who understands mathematical concepts visually may find traditional lecture explanations
insufficient, leading to frustration and disengagement.
Teachers who recognize and respond to diverse learning styles enhance engagement and
comprehension. Differentiated instructional strategies, such as offering multiple modes of
COMPLETE ANSWERS & GUIDELINES
DUE DATE: 22-30 SEPTEMBER 2025
TASK 1 (20 Marks)
Critically analyse the teacher's question in the image: "Are my learners struggling to
learn or am I struggling to teach?" In your response, discuss the potential factors
contributing to learners' struggles and how teachers' practices and attitudes might
influence the learning process. Provide examples to support your answer.
Understanding the Teacher’s Question
The teacher’s reflective question — “Are my learners struggling to learn or am I struggling to
teach?” — raises a critical issue regarding professional responsibility in education. It
challenges the traditional deficit-oriented approach that locates problems solely within the
learner and shifts attention to the teacher’s role in facilitating or obstructing learning. This
question aligns with inclusive pedagogical frameworks, which posit that barriers to learning
often arise from systemic, pedagogical, or environmental factors rather than learner incapacity
(Florian & Black-Hawkins, 2011). By reflecting on this question, educators acknowledge that
teaching is not a passive transfer of knowledge but a dynamic, adaptive process that must
respond to the diverse abilities, needs, and contexts of learners.
Socio-Economic and Environmental Factors Affecting Learning
Learners’ struggles are often rooted in socio-economic and environmental conditions that
influence engagement, motivation, and cognitive functioning. Poverty, malnutrition, and lack
of access to essential learning materials are common barriers in many South African
classrooms. Spaull (2019) notes that learners from disadvantaged communities frequently
underperform due to structural inequities that limit access to quality education, textbooks, and
technology. For instance, a learner arriving at school without breakfast may experience
decreased concentration and energy, which can be mistaken as disinterest or lack of ability.
Similarly, learners who lack access to computers or internet resources may struggle to
complete assignments or engage with digital learning platforms, further widening the
achievement gap (Van der Berg, 2020).
, In addition, environmental stressors, such as exposure to community violence or family
instability, can significantly affect learners’ emotional and cognitive readiness to learn. Donald,
Lazarus, and Lolwana (2010) highlight that psychosocial challenges in post-apartheid South
Africa continue to impede learner performance, creating a need for educators to integrate
social-emotional support alongside academic instruction. These examples underscore that
learning difficulties are not always reflective of intellectual deficits but often arise from broader
contextual conditions.
Language and Cultural Barriers
Language plays a pivotal role in the learning process, and linguistic barriers are a common
source of struggle for learners. In multilingual societies such as South Africa, many learners
are taught in a language that differs from their home language, creating comprehension and
communication challenges. Heugh (2015) emphasizes that the language of learning and
teaching (LoLT) can either facilitate or hinder understanding, particularly when learners must
process complex concepts in an unfamiliar language. For example, a learner fluent in isiZulu
but required to solve mathematics problems in English may struggle to interpret word problems
accurately, even though they possess the necessary cognitive skills.
Cultural differences also influence learning. Curriculum content or classroom practices that do
not reflect learners’ cultural backgrounds may limit engagement and meaningful participation.
Teachers who fail to incorporate culturally responsive pedagogy risk alienating learners and
reinforcing the perception of learning difficulties (Gay, 2018). Therefore, language and cultural
considerations are critical factors in understanding why learners might struggle and highlight
the teacher’s role in mitigating these barriers.
Cognitive and Learning Style Differences
Learners exhibit diverse cognitive abilities and learning preferences, which necessitate
differentiated instruction. Some students excel through visual learning, others through auditory
or kinesthetic approaches. Tomlinson (2014) stresses that failure to accommodate these
differences can result in learners appearing to struggle unnecessarily. For instance, a learner
who understands mathematical concepts visually may find traditional lecture explanations
insufficient, leading to frustration and disengagement.
Teachers who recognize and respond to diverse learning styles enhance engagement and
comprehension. Differentiated instructional strategies, such as offering multiple modes of
