TPN 3704

ASSIGNMENT 1

2023
1.1 Define the term translanguaging in your own words.

- Translanguaging can refer to a pedagogical process of utilizing more than one
language within a classroom lesson or it can be used to describe the way
bilinguals use their linguistic resources to make sense of and interact with the
world around them.

1.2 Define the purpose of the study

To explore the enablers and constraints of using learners’ home languages as a

support strategy to facilitate learning and teaching within multilingual classrooms and
thereby developing both L1 and the English language within the framework of additive
multilingualism. 

1.3 Name data collection methods used in the study.

Data collection methods used are semi-structured interviews, classroom observations,

teachers’ observation feedback sheet and storyboards. Semi-structured interviews were
conducted by one of the researchers at both schools before and after the data-collection
process. The initial semi-structured interviews were with the school principals, the head
of departments and the three teachers involved in the study to understand the current
practices and common challenges in multilingual classrooms, the strategies used to
cater for these learners, followed by their perception of translanguaging as a practice
and its effectiveness and/or ineffectiveness thereof. All interviews were recorded and
transcribed. Classroom observations were conducted using video and audio recording
equipment bin an unobtrusive way in order not to disrupt regular classroom activity. The
recordings were supplemented by observational notes taken by the researchers.
Observations included aspects such as: how the lessons were conducted, how the
multiple languages were simultaneously included in the lesson, the teachers’
techniques, the learners’ reactions and participation during the lessons being
conducted. Teachers additionally used their observations sheets to capture how they
perceived the learners in both the regular and the support implementation classrooms,
to reduce any unintentional bias on the side of the researchers (Nieuwenhuis 2010). The
storyboard was included to understand how the learners experienced multiple
languages and their experiences listening to comprehension texts in their L1.  Guillemin
(2004) explains that drawings encourage collaborative meaning-making by giving voice
to what the drawing was intended to convey.

1.4 Do you think translanguaging was or will (be) possible in your classroom? If
yes, Why? If no, Why?

Translanguaging will not be possible in my classroom because of language

complexities, participants’ views related to L1; limited resources and time constraints;
insufficient training to teach in multilingual classrooms and existing socio-economic
factors.

Translanguaging will not be possible in my classroom because of limited resources

and time constraints because educational resources such as not having a curriculum to
cater for multilingualism, as well as not having enough dictionaries for the learners to
utilize during the English lessons, impeded on the learning and teaching practices.
Furthermore, financial constraints leading to the government and the respective
departments responsible for funding basic resources to the schools was questioned at
both research sites by the school principal, HOD and the teachers in separate
discussions.

Teachers insufficient training to teach in multilingual classroom. We are challenged

when they have to utilize multiple languages in the classroom to promote learning on the
basis that they have only been trained according to monolingual language norms that
discard the use of other languages in class.
1.5 Read the findings 6.1.4 and demonstrate how you can integrate the learners’
home language in your lesson for better understanding of the lesson.

I could

- Encourage oral literacy in the classroom. Have students record and share oral
texts in their L1. Students could use the storytelling platform of PechaKucha
(Japanese for “chit chat”) which is used by millions around the globe to share
their stories.
- Provide opportunities for students to access multilingual materials at school.
Include books, music, drawings, and games.
- Find ways to connect school assignments and projects to extra-curricular
activities that involve the use of L1 
- Support students accessing relevant, educational media in their L1
- Celebrate linguistic and cultural diversity in the classroom. Bring the home
language into the classroom. Do a bilingual read aloud with the parents. The
activity not only highlights a home language, but it gives monolingual students an
idea of what it is like for newcomers in an English speaking class. 
- Start a heritage language book club. Often bilingual students are not completely
literate in their L1. They can speak their home language but can not read or write
it. Gathering students together to read a book in their native language can give
them confidence as native speakers and enhance their academic skills in their
L1.
1.6 Relate how you can minimise the constraints mentioned in the findings 6.2.2 in
order to practice the translanguaging learning environment.

- Provides  educational resources such that have a curriculum to cater for

multilingualism.
- Provides enough dictionaries for the learners to utilize during the English lessons,
to impeded on the learning and teaching practices.
- Look for financial assistance from NGOs
- Divide the classrooms to reduce overcrowding
- Prove furniture like tables and chairs.
- Government should recruit more teachers

Question 2
2.1 Define the term “school culture” in your own words and justify this definition
by referring to the views of the authors from the URL links provided.

School’s culture can be defined as the traditions, beliefs, policies, and norms within a
school that can be shaped, enhanced, and maintained through the school’s principal
and teacher-leaders . The school culture of school X is Christianity Chao and it is not
inclusive. The school is not inclusive since 2008 opted for separate classrooms for the
learners they had identified as being in need of learning support (learners with
neurological, physical and sensory disabilities as well as learners with learning
disabilities), calling it ‘classrooms for learners with special educational needs’ (ELSEN
classes) instead of including these learners within their mainstream classrooms

2.2. Do you think learners in your classroom or the one you taught previously
during your teaching practice are from the same socio-economic background? If
yes, Why? If no, Why

NO, because some learners come from lower socio-economic backgrounds and
learners have diverse cultural backgrounds (Smyth et al. 2014). The publication of the
Salamanca Statement (UNESCO 1994) imbued inclusion as a guiding principle in the
development of education for all, arguing that all learners should be accommodated in
mainstream schools regardless of their physical, intellectual, linguistic, social or
emotional needs and differences. Inclusive education is now regarded as the right of
every child to be part of mainstream education and focuses on access to, acceptance of
and participation in mainstream education (Srivastava, De Boer, and Pijl 2013; Waitoller
and Artiles 2013). A non-racial, democratic South Africa came into being in 1994 on a
tide of expectations and political will to change education to address and respond to the
needs of all citizens (Badat and Sayed 2014). South Africa’s new education legislation
and policies therefore tend to be inherently political and entrench the principles
enshrined in the Constitution of South Africa which itself is grounded in the values of
human dignity, the advancement of human rights and freedom and the achievement of
equality (Department of Education [DoE] 1995; Republic of South Africa [RSA] 1996a,
1996b). It is understandable that inclusive education with its broad equity agenda focus
has been included in South African education policies and that guidelines for the
implementation of inclusive education have consequently been developed.
Consequently there has been a growing realisation that the advent of democracy and
the development of idealistic policies were not in itself a sufficient condition for the
elimination of historical and structural inequalities in education with as recurring theme
the dissonance between the government’s socio-political imperative for change and
existing economic realities (Badat and Sayed 2014; Schafer and Wilmot 2012).

2 Carefully, read the case study from URL link 2 and explain in your own words
the culture of the school X.

School X is characterised by a strong Christian ethos. The teachers and parents the
school is well managed by the school principal and the school management committee
and teachers as well as parents point out that the school culture. The overall
management of the implementation of the guidelines for the development of a full-
service school is under the leadership of the school principal.

The school is not inclusive since 2008 opted for separate classrooms for the learners
they had identified as being in need of learning support (learners with neurological,
physical and sensory disabilities as well as learners with learning disabilities), calling it
‘classrooms for learners with special educational needs’ (ELSEN classes) instead of
including these learners within their mainstream classrooms. There are three ELSEN
classrooms for the Foundation phase, one for Grade One work, one for Grade Two work
and one for Grade Three work. Learners who experience barriers to learning are
identified by their mainstream classroom teachers and then referred to the school’s
ILST, where after a decision, in consultation with the parents, is made regarding the
retention of the learner for another year in the same grade. If the barrier to learning
persists after this additional year in a grade the issue is discussed with the parents and
a referral form is sent to the local Departmental psychologist at the District office,
together with a portfolio of the learner’s school work. If the District office approves
placement in the ELSEN class, an ELSEN number is awarded where after placement is
permanent.

3.
3.1 How can you practice the principles of Ubuntu during your teaching practice
phase using the following principles?

3.1 1 Caring
I can get to know my students and the lives they live. This is especially important
because students come from a different cultural or socio-economic background. I
actively listen to students. I can ask students for feedback.

3.1.2 Humble
I can be willing to view myself accurately, such as admitting when I didn't know how to
do something; appreciation of others' strengths; and their teachability, such as being
open to other teachers' advice.

3.1.3 Socially sensitive

I can ensure all students can participate without feeling hypervisible or singled out. For
example, allow students to submit anonymous questions and comments. Ask students
to speak from their own experiences and not on behalf of their group (for example,
speaking for all Black Americans or immigrants)

3.1.4 Hospitable
I can be friendly, showing mutual respect, and generously serving.These are qualities
that everyone appreciates about the people and places they visit. Classrooms can be
these places as well, places where all students are recognized, attended to, and belong.

4. Read the information from the URL link 4.

4.1 Identify and explain the contributions that can be made by the parents in their
children’s education

Parent-teacher partnership makes tremendous impact on children's education.

According to Llamas and Tuazon (2016:59) parents become comfortable when the
education system requires their involvement in school activities. The strong
collaboration of parents with school authorities can lead to increased improvement in
both physical and academic performance of the school. Hence, school administrators
have to encourage parents to get involved and make contribution towards helping the
school achieve its missions and goals (Sapungan & Sapungan, 2014:45)

Seeing parents involved in the education of their children is a good thing because it
improves academic performance. Learners become more focused in their school work
(Kwatubana & Makhalemele, 2015:315). This motivates learners not to give up easily
when they do not understand a particular topic and will not bunk classes because they
know that their parents are always monitoring their school attendance (Lemmer,
2007:320). Learners whose parents are involved, are active and ready to learn, they
learn to be punctual from young age, they learn to be persistent as the parents would be
continuously enquiring about their progress and they would not want to disappoint them.
Taking responsibility becomes a part of the nature of such children as they plan ahead
and are able to do their work according to their schedule, which is the quality of being
organized (Sapungan & Sapungan, 2014:45). Through this parents can be able to make
sure that their children succeed in school (Hornby & Lafaele, 2011:37)

4.2 How can parents be challenged in the involvement of their children’s

education?

According to Singh, Mbokodi and Msila (2004:303), one of the challenges that hampers
effective parental involvement is low income that some receive per month, which leads
them to working more jobs and not to spend enough time at home helping their children
with their school work (Chavkin & William, 1989:21). The above causes a burden to the
teachers because they are expected to produce good results yet they are no receiving
any support from parents (Singh, Mbokodi & Msila, 2004:304).

Another reason for parents not to be involved is the fact that schools sometimes fail to
create strong links between homes and schools or an environment where parents do not
feel welcomed in schools more especially low income earners. This situation is made
worse by the fact that some parents are unable to read and write and they can only
communicate in their mother tongue, which makes it difficult for them to assist their
children with their homework (Lemmer, 2007:220).
5. Use the observation sheet below to evaluate the orderliness of the classes you
are currently teaching. You can use your previous experience if not yet placed at
school for teaching practice.

5.1 The classroom rules. Are the learners following the rules?

Classroom rules are a set of rules and guidelines that are imposed by the teacher that
the class must follow. These rules are designed to assist the teacher in behaviour
management and ensure there is a positive environment for learning where all pupils
feel comfortable and safe. The learners are following rules since :-
 Arrive on time for class.
 Follow the dress code of the school.
 Do not cheat or copy other people's work.
 Complete all assignments.
 Listen to the teacher when being spoken to and answer your question.
 Respect everyone in the class.

5.2 Classroom cleanliness: How is the cleanliness emphasised?

Tips like washing between the fingers and washing for sufficient time can keep germs
out of your classroom. Stock up on cleaning supplies. Tissues, hand sanitizer and
disinfectant wipes will come in handy every school day. Clean off any shared objects in
the room like keyboards, writing utensils and chairs.
5.3 Seating arrangement: Is the seating arrangement conducive for interactive
learning? Explain.

Seating arrangement is conducive because seating plans within the classroom allow

teachers to manage their students and class activities more effectively.
It have the potential to help prevent problem behaviours that decrease student attention
and diminish available instructional time. It eliminates the biggest challenge of cluster
seating teaching to students' backs. Teachers are ability to move freely about the