59000716

SIDUDUZIWE ZONDI

ASSIGNMENT NO: 02

2020
UNIQUE NO: 786027

FLT3701

user
[Type the company name]
1/1/2020
59000716 ASSIGNMENT 02 UNIQUE NO: 786027

1 TABLE OF CONTENTS
QUESTION 01

1.1 IMPORTANT STRATEGIES

1.2 HOW CHILDREN ACQUIRE LANGUAGE(BAHAIVIOURIST THEORY)

1.3 WHOLW WORD APPROACH AND LANGUAGE EXPERIENCE APPROACH

QUESTION 02

2.1 KRASHEN’S 5 LANGUAGE ACQUISITION TO ENHANCE LANGUAGE

2.2 VOCABULARY EXPANSION

2.3 IMPORTANCE OF CLASSROOM CONTEXT

2.4 HOW LISTENING AFFECTS SPEAKING

QUESTION 03

3.1 WHAT IS COMMUNICATIVE APPROACH AND HOW IT DIFFERS FROM

AUDIO LANGUAGE

3.2 TOATL PHYSICAL RESPONSE AND BILINGUAL CONTRIBUTION TO FAL

QUESTION 04

LESSON PLAN FOR GRADE 3(READING SKILLS)

QUESTION 5

5.1 PURPOSE OF LABELLING FURNITURE

5.2 METHOD OF USING DEMONSTRATIONS AND ACTIONS

5.3 ADVANTAGES OF ABOVE MENTIONED METHOD

5.4 ASSISTANT TO THE TEACHER

QUESTION 01

1.1

Page 1 of 12
59000716 ASSIGNMENT 02 UNIQUE NO: 786027

 Role play is an effective fashion to enhance learner’s language use. This involves
performing the part of a character, learners love playing different character roles in
imaginary play. Through this their ability to learn an additional language is enhanced
without overthinking it.
 Simple conversations or dialogue between or amongst learners also aids In the
building of self- esteem to speak and when speaking an additional language.
Dialogues consists of two or more people. Teachers can assist in this communication
learning process by allowing or encouraging them to have a simple telephone
conversation, before learners can be asked to demonstrate this through practical
means. Teacher should read words to learners a couple of times before learners can
read after teacher.
 Small group communication opportunities can be granted to learners in Grade2 and
3 to have a discussion on a topic then present it using simple English. Not only does
small group communication enhance English fluency and confidence but it also
develops and encourages learner’s interaction and social skills as they learn to
correct each other.
 Instructions to learners should be reinforced through gestures and movement to
enhance their understanding of the language spoken. Reinforcements to support
the instruction should be used, as well as giving one instruction at a time.
 Learners should be taught formal language that is grammatically correct from the
word go instead of allowing learners to mix languages or code switch or even worse
use slang. This helps in learning the rules of language from the beginning so one
doesn’t struggle in the end. This fashion of speaking is informal and inapt.
Phatudi(2014) states that speaking skills should be developed through following a
pattern of speaking for an intended audience were a variety of words is used to
express meaning. Learners must be introduced to and given practice to use formal
and informal language for various purposes.

1.2

For decades, many ideas have been discussed related to how learners develop their reading
skills, according to Van De Walt et al (2009), the behaviourists believe that learners imitate
their elders who have the knowledge they need to gain and they are stimulated by society,
the psycholinguistic belief is that learners give meaning to what they raed based on their
knowledge of a language and their environment, there are various methods and approaches
which teachers may use to teach reading skills in EFAL in the foundation phase: according to
Blunden-Greeff (Plhathudi 2014) THESE INCLUDE:

o THE WHOLE WORD APPROACH- The whole word approach teaches reading by
introducing words to learners as whole units without analysis of their sub-word
parts, (Beck and Juel2002) cited by Blunden Greeff (Phathudi2014:147). Teachers
start by teaching individual words either written on posters, flash cards or on the

Page 2 of 12
59000716 ASSIGNMENT 02 UNIQUE NO: 786027

board and getting learners to read the word repeatedly, while looking at the way It is
written and a picture of its meaning. This approach is closely related to the look-and-
say method or Gestaldt theory discussed by Bester (Joubert et al 2019:119) which
uses flash cards and an overall experience of reading. Usually learners find it easy to
learn a word by associating it with its visual image, this process can also involve
writing the learners names on the cars placed at their reading approaches Whole-
word approach Language experience approach Phonics approach Balanced literacy
approach, 151 seats for providing label cards with name objects around the
classroom. Flash cards of the words can be created such as nouns, verbs, adjectives
which will be found in the text. When learners are exposed to these placeholders
before a story or text, this will make the process easier as they will recognize the
words and understand their meaning as taught to them. Sentence construction can
be played as a game using these flashcards.

o LANGUAGE EXPERIENCE APPROACH- The language experience approach uses the

learners own past and current experiences as apparatus to teach different language
skills, (Phathudi2014;151) the learners ability to speak FAL, including their
knowledge of diction is used to teach the skills reading and writing. Learners are
assisted to write words which depict their experiences, accompanied by learners
drawing of such ideas. Learners are assisted to use the words into sentences.
Learners read their sentences and write them on their exercise or workbooks.
Learners are able to choose which words they prefer to learn to write and read and
can use them to write out a of their activities on a daily basis. sentences can be
written in paragraphs with the teachers guidance.

o THE PHONICS APPROACH- The phonic approach follows on from the alphabetic
method which teaches letters and their sounds but no meaning. A long process
creating no little to no enthusiasm for reading in leaners. Phonics are sounds
represented by letters in words. The approach commences by teaching sounds of
vowels and consonants in English, not just singular letters but also sounds formed
through combination of two letters or more. E.g TH, SH, CH, AA, EE etc. followed by
blending of vowels and consonants sounds into parts of words.

o THE BALANCED LITERACY APPROACH- This approach is closely related to the whole
language approach discussed by BESTER(JOUBERT ET AL 2019) its blended with
listening, reading and writing. However reading is particularly intergrated with
comprehension and meaning. This approach makes a balance between the two
literacy skills namely reading and writing. Learners tend to work at their own level as
they intergrate reading and writing skills, learners work in their own groups and are
taught letters, sounds, and their function(Phathudi2014;164)intergration of listening
and cognitive skills to learn reading and writing skills are taught.

Page 3 of 12
59000716 ASSIGNMENT 02 UNIQUE NO: 786027

o USING TWO OR MORE APPROACHES TOGETHER- Mostly at times methods and

approaches can be combined, Blunden Greeff(Phathudi2014) suggests that teachers
can combine the whole-word approach and language experience approach together
by merely having a group discussion on the topic. Pictures related to topic can be
used, flash card games can be played, do sentence construction based on the topic
having read. Bester(Joubert et al 2019)refers to the eclectic method which makes
use of various approaches, e.g the phonics and look and say method are blended
into one meaning that words consist of letters representing sounds, by sounding
words, learners discover the definition of new words and use the words to discover
sentences. A love for reading can be fostered through using the shared reading
approach etc. teachers need to find the right approach to use for learners so as to
engage them and to foster interest in reading.

Question 02

2.1

We can find various theories which are applicable to a second or first additional language,
allowing teachers to have a deeper understanding of how learners acquire knowledge of
EFAL. Theories such as those of Krashens and Cummins can be implemented in the
classroom.

THE MONITOR HYPOTHESIS- this refers to the relationship between ‘learning and acquiring’
a language and how learning influences language acquisition. Meaning that when one learns
a ,first additional language, learners correct their mistakes by learning, which consists of
recalling, and the acquisition learning hypothesis the Monitor hypothesis , the natural order
hypothesis, input hypothesis and affective filter…referring to the language rules they are
taught. When speaking, learners differ on how they monitor therefore many will speak
without much consideration of errors while at the same time others will think carefully
about the language rules learned before speaking or writing, teachers should be careful not
to correct learners at every mistake they hear as learners will feel less free to speak and
thus end up not speaking at all, as they’ll be scared to make mistakes.

THE ACQUISITION-LEARNING HYPOTHESIS- This refers to two ways of being able to speak a
second language. Firstly its important to acquire the language, this can be achieved through
communication with others especially those who speaks the language, in the foundation
phase it would be the educator, this fashion resembles that of toddlers when learning to
speak their home language at home through listening to parents or family members and
interacting with them. While the learning aspect is what takes place at school where
learners are taught grammar rules, language structure and conventions and various
components of a language, like listening and speaking, redaing and writing. Krashen

Page 4 of 12
59000716 ASSIGNMENT 02 UNIQUE NO: 786027

suggests that language acquisition is a more effective fashion that learning , however,
Makoe (Phathudi2014)states that seeing that these theories have no scientific proof, we do
not know how to separate the two skills and learning methods, therefore he concludes that
we cannot understand clearly which method takes place first and which is more effective.

THE NATURAL ORDER HYPOTHESIS- Learners acquisition of EFAL follows a specific pattern
of learning certain language rules before others or knowing certain language structures
before more advanced ones, this is based on research done by various experts. Krashen
advises teachers that teaching a second language should not necessarily follow this pattern
as some rules are complex and thus can cause problems, for example, when teaching
plurals, of wife is not ‘wifes’ but wives, learners however tend to think of ‘wifes’ because the
rules is to add ‘s’ for a plural. Makoe(Phathudi2014) advises that teachers to structure the
grammar from the simplest to the most complex forms, teachers must keep in mind that it
is exceedingly difficult for learners to gain knowledge without being taught specifically how
the different aspects of language work and the exceptions to which they need to pay extra
attention.

THE INPUT HYPOTHESIS- The input tries to explain how learners acquire a second or first
additional language, it refers to acquisition rather than learning because it believes that
learners improve their knowledge of a language if the input given is one step ahead of their
knowledge. This means that once learners know one aspect of the language, teachers aught
to teach learners a new aspect to ensure that acquisition takes place on a regular basis. the
hardships for teachers would be that learners acquire knowledge at different paces so it
becomes difficult to teach the curriculum according to individual needs, thus, teachers need
to maintain a pace which assists those who are average and gives extra attention to those
who take longer to learn, this hypothesis also suggests that comprehension is an important
component because if learners do not understand what is being said to them the they will
fail to understand and learn new words and thus, improve their knowledge of the language
being taught, teachers need to use gestures and movement and expressions or visual
literacy to assist learners understanding. Synonyms can be used, repetition of words and so
on, once information has been taught, teachers can then create activities that are on the
same level as the learners abilities to ensure that learners have learned the language or to
give remedial classes if activities reflect lack of comprehension.

THE EFFECTIVE FILTER HYPOTHESIS- means that several factors play a role in EFAL
acquisition. Such factors can make language acquisition easier or more complex, however
this doesn’t cause learners not to acquire another language, these include motivation which
is how much learners want to learn the language or their attitude to the language. Self
esteem which allows learners to learn and explore new ways, anxiety which is often when
learners worry more about making errors than actually learning a language, learners who
are self assertive have less anxiety and adapt to language easily. Teachers can create a
classroom that is conducive to learning by motivating learners through visuals, print rich

Page 5 of 12
59000716 ASSIGNMENT 02 UNIQUE NO: 786027

classroom and encourage learners to be confident of their ability to attain knowledge.

Krashen believes that knowledge of grammar is an advantage but not always a factor
ensuring knowledge of EFAL aslearners can be affected by various of factors, when acquiring
or learning a new language.

2.2

VOCABULARY EXPANSION- DICTION forms the basis of all languages, when building learners
vocabulary, teachers should keep in mind that learners already speak their mother tongue
which is quite different from English, in addition, the young developing child follows
different forms of patterns when learning their home language, they display different
interests and acquire knowledge through different means and pace, some may prefer
certain activities only, which they tend to outgrow as they grow older(develop mentally and
physically). Teachers should consider the fact that many learners come to school without
prior knowledge of the English language therefore will be hearing it for the first time,
especially in grade R and 1. It is for this reason that the expansion of vocabulary is
importants, and learners should be granted ample opportunities to play around with words
and learn vocabulary. Another emphasis on grade R and 1 is that teachers should bear in
mind that these grades should be learning EFAL through play and practical means, teachers
should by all means create such environments which are welcoming and conducive to
learning a new language.

2.3

CLASSROOM CONTEXT- The classroom context should be conducive to learning , meaning

the teacher should arrange It in a fashion that is suitable, encourages and supports learner
needs and styles, so they can adequately develop and reach their full potential through the
acquisition of language, a print rich classroom has a great impact on the learning child as it
fosters incidental learning, reading, enhances memory span as long as vivid bright colour
posters are used. Teachers should bear in mind that not all words taught to learners are
from them directly but through other means such as pictures, creativity of the classroom.
Therefore teachers should ensure classes are fully equipped with relevant material such as
labels, charts, posters, even learners own creativity can be displayed in the classroom. All
these should be at arms reach or atleast words should be made to look bold and large so as
to accommodate learners with visual problems as well. With all learners gaining access to
classroom resources, learning of vocabulary can be easier and that way learners can
associate the visuals with the diction learnt.

2.4

LISTENING AFFECTS SPEAKING IN THE FOLLOWING WAYS:

Page 6 of 12
59000716 ASSIGNMENT 02 UNIQUE NO: 786027

FAL educators are faced with various classroom situations, this can be due to learners
having different backgrounds in terms language and even culture. This means that some
learners come to the classroom with

Page 7 of 12
59000716 ASSIGNMENT 02 UNIQUE NO: 786027

minimal to no language knowledge( communicative), therefore their attitudes towards the

language will vary from child to child, these children enter the classroom context anxious
and nervous to socialize in the medium language, which is normal as they are still yet
developing their home languages and so the new language can add confusion and frighten
the learners, particularly in Grade R and 1. It is at this point that teachers take considerable
amounts of time creating a holistic environment that is welcoming and fun. Learners come
with different learning needs therefore teachers need to ensure that the classroom setting
is comfortable and that inclusivity is ensured. Phatudi(2014) states that teachers need to be
aware of the factors which influence learners when learning EFAL in context. Such factors
could help teachers with their teaching as well as make them aware of some possible
contextual problems learners may face, when learning an additional language.

Question 03

How Communicative approach differs from audio lingual approach

Mbatha (Phatudi2014) suggests that this approach focuses on communication, it has more
to do with the function of language than learning its forms and structures, the grammar of
language. The approach teaches and uses BICS as a starting point to learn how to use
dialogue in everyday social interactions. Many experts have helped develop the approach.
When teaching an additional language, the approach aims to teach learners how to
communicate effectively in certain situations by using dialogue which feels natural, such as
introducing themselves and greeting others, asking questions to get information about
where to go or what to do, using words to reflect feelings and posing questions like asking
for permission to do certain things, the approach is about using words to transfer meaning;
this means that we use words so that the ideas which are in our minds are expressed to
those listening , who understand the meaning of our ideas.

Grammar plays a vital role in this approach because the focus is on making others
understand what we say and not necessarily how we say it, it is said that as learners practice
communication , they eventually learn grammar and correct themselves without teachers
assistance. As teachers constant correcting learners interrupts the communication process,
learners play a central role in the learning process as they know the ideas they have, they
use language to transfer the meaning of ideas and they learn to correct their errors. The
communicative approach has much to do with learners personal experience as they first
learn to communicate ideas which are important to them. Teachers however do play a vital
role as they act as the go- between . teachers must ensure that when the learners in a
classroom communicate, they understand the meaning of what one learner says to the
other. Teachers must design and select text which can assist learners to use the approach
effectively. Teachers need to pay attention to individual learners and those with special
needs so as to tender to their needs as they experience problems, extra assistance or
provision for remedial work for learners who are not participating or communicating

Page 8 of 12
59000716 ASSIGNMENT 02 UNIQUE NO: 786027

effectively. Teachers aught to create a holistic environment for learners to communicate,

interact and feel motivated to learn.

The classroom environment should be flexible and less formal. Learners need to feel free to
learn at their own pace, this approach can also be used to teach writing, as learners are able
to transfer language orally and express their feelings, their then confident enough to put it
their thoughts on paper, teachers can help learners by giving learners incomplete sentences
and allowing learners to complete, to accommodate visual learners, illustrations can be
used as well to accompany the sentence, in terms of vocabulary and spelling, teacher can
place vocabulary flashcards on the chalkboard. Vander Walt et al (2009) mentions that the
one disadvantage of the approach is that it is only truly effective when teaching small
groups. Also learners could have difficulty learning the skills separately as first it is listening
and then speaking then follows reading and writing without the skills blended.

Audio lingual approach is one of the oldest methods, involving listening or audio, speaking
or lingual. Its developed from the direct method. Its based on behavioural psycology which
includes the habits of learners and other methods, its focus is on learners which is usually an
advantage, to learners. Mbatha (Phatudi2014;70) states that this method uses ‘drilling and
repetition’ of various aspects of language such as vocabulary and language structures
learners spend an ideal of time listening and speaking before practicing to read and write.

3.2

THE TOTAL PHYSICAL APPROACH

o INVOLVES BOTH MEMORY AND PHYSICAL MOVEMENT, LEARNERS LISTEN TO

ORDERS AND CARRY THEM OUT BY ACTIONS TO REFLECT UNDERSTANDING
o THE APPROACH IS FUN, LEARNERS PLAY LANGUAGE GAMES WITH ACTIONS
CONNECTED TO THE INSTRUCTION.
o HOWEVER THE DISADVANTAGE OF THIS APPROACH IS THAT IT CAN GET TEDIUOS AS
LEARNERS TEND TO WATCH EACH OTHER INSTEAD OF GETTING INVOLVED, THUS,
LESS LEARNING OCCURS. IT IS MUCH MORE EFFECTIVE IN SMALL GROUPS
o METHOD MAKES IT EASIER TO ACQUIRE KNOWLEDGE AND LANGUAGE AS LEARNERS
IMITATE THE TEACHERS WORD AND ACTIONS, THUS LEARNING TAKES PLACE.

THE BILINGUAL APPROACH

o APPROACH SUPPORTED BY CUMMINS, HE BELIEVES IT IS MUCH EASIER TO

TEACH AN ADDITIONAL LANGUAGE, IF THE HOME LANGUAGE IS USED TO
TRANSFER OR TRANSLATE KNOWLEDGE OF WORDS AND LANGUAGE, FROM
HOME TO THE NEW LANGUAGE, IT BECOMES EASY TO ASSOCIATE WORDS
LEARNERS ALREADY KNOW IN THEIR LANGUAGE TO THE SECOND LANGUAGE,
KRASEN HOWEVER CRITISED THIS APPROACH AS ITN LIMITS KNOWLEDGE OF
THE FAL DUE TO, IF AN ADDITIONAL LANGUAGE IS LEARNED ON ITS OWN

Page 9 of 12
59000716 ASSIGNMENT 02 UNIQUE NO: 786027

THEN THE LEARNERS GAINS KNOWLEDGE MOREOF THE ADDITIONAL

LANGUAGE,
o MBATHA(PATHUDI) ADDS THAT LEARNERS MAKE LESS EFFORT TO LEARN THE
ADDITIONAL LANGUAGE AS THEY RELY ON THEIR HOME LANGUAGE TO HELP
WITH DIFFICULTY. ALSO IF THE HOME LANGUAGE AND ADDITIONAL
LANGUAGE DIFFER MUCH THEN THE HOME LANGUAGE DOES NOT HELP
MUCH,

QUESTION04

Grade 03 Phase foundation phase

Date 16 august 2020 Duration 45min
Topic Using listening skills to learn new vocabulary
Learning material Reading text, picture and flashcards, picture
dictionary
Assumptions Learners have knowledge of bsic
words(countable /non countable nouns and
verbs, which are used with the new
vocabulary to place the new words in a
context
Caps learning specific outcomes Learners acquire new vocab which allows
reading and understanding a text
Anticipated problems Some learners do not have sufficient
knowledge of words and context which will
assist in learning new vocabulary by placing
new words in context
Teacher activity Teacher tells learners they will be learning
new vocabulary, from an exciting and
interesting story, teacher asks if learners
have ever heard or seen words which will be
displayed on flash cards with pictures.
Link to prior knowledge Relate new words to old ones,display on
flashcards on board,to show how previous
words link to new words
Presentation Learners study the new words and story
using the reading skills of scanning,
skimming, redaing and critical response,
learners are shown the cards with new words
and their meaning, are explained by placing
the card next to the apt picture, learners
skim the picyures to have an idea of story,
story is read a few times highlighting the
new words, by speaking slowly and loudly, to
put more emphasis, questions are posed to

Page 10 of 12
59000716 ASSIGNMENT 02 UNIQUE NO: 786027

keep learners engaged

Learner activity Learners use words in their own sentences
to show they have learned the meaning of
the new words, this is done verbally
Evaluation Sentences will reveal how much learners
have acquired
Consolidation warm up and goodbye New knowledge can be consolidated by use
of new words together with previously
learned words in new sentences, by using
them in a story, new words are placed on
the wall, learners are told to go home and
tell friends about new words learned
Reflection New words are on level with learner abilities,
leaners learned the words quite faster

QUESTION05

5.1

For quicker recognition and comprehension, if learners seethe object they can associate the
object with sound faster, helps to recall faster.

5.2

Cognitive Academic Language Proficiency or CALP(LOOK AND SAY)

5.4 Teachers should bear in mind that learning a second language can be fir the very first
time for some learners, e,g Grade R and 1, as they come to school with the knowledge of
just one language(their home language) therefore teacher should instill great emphasis on
building of vocabulary through fun games so children enjoy learning, teacher should
remember that learners at this engage in play and movement so lessons should be planned
accordingly.

Grade R and 1ns rely on sound patterns and spoken words, vocabulary forms the basis of all
languages,

Teacher should recognize diverse learners and ensure the classroom environment is
inclusive that includes the differ ent backgrounds of learners depicted on charts to give
learners a sense of belonging and recognition.

Teacher should assist learners whenever possible however they should also allow room for
mistakes

Allow ample opportunity for imaginery play and imitation as this builds self esteem at the
same time learning occurs,

Page 11 of 12
59000716 ASSIGNMENT 02 UNIQUE NO: 786027

Page 12 of 12