Tut Letter SEVEN

LIN1502/101/3/2023
Tutorial Letter 101/3/2023
Multilingualism: the role of languages

in South Africa
LIN1502
Semesters 1 and 2
Department of Linguistics and Modern

Languages
This tutorial letter contains important information about your module.
BARCODE
module code/101
CONTENTS
Page
1 INTRODUCTION.............................................................................................................................
2 PURPOSE AND OUTCOMES.........................................................................................................
2.1 Purpose............................................................................................................................................
2.2 Outcomes.........................................................................................................................................
3 CURRICULUM TRANSFORMATION.............................................................................................
4 LECTURER(S) AND CONTACT DETAILS.....................................................................................
4.1 Lecturer(s)........................................................................................................................................
4.2 Department......................................................................................................................................
4.3 University.........................................................................................................................................
5 RESOURCES..................................................................................................................................
5.1 Prescribed book(s)...........................................................................................................................
5.2 Recommended book(s)....................................................................................................................
5.3 Electronic reserves (e-reserves)......................................................................................................
6 STUDENT SUPPORT SERVICES..................................................................................................
6.1 The Unisa First-Year Experience Programme.................................................................................
7 STUDY PLAN..................................................................................................................................
8 PRACTICAL WORK........................................................................................................................
9 ASSESSMENT................................................................................................................................
9.1 Assessment criteria..........................................................................................................................
9.2 Assessment plan..............................................................................................................................
9.3 Assessment due dates.....................................................................................................................
9.4 Submission of assessments............................................................................................................
9.5 The assessments.............................................................................................................................
9.6 Other assessment methods.............................................................................................................
2
module code/101
9.7 The examination..............................................................................................................................

9.7.1 Invigilation/proctoring.......................................................................................................................
10 ACADEMIC DISHONESTY...........................................................................................................
10.1 Plagiarism......................................................................................................................................
10.2 Cheating.........................................................................................................................................
10.3 For more information about plagiarism, follow the link below:.......................................................
11 STUDENTS LIVING WITH DISABILITIES....................................................................................
12 FREQUENTLY ASKED QUESTIONS...........................................................................................
13 SOURCES CONSULTED..............................................................................................................
14 IN CLOSING..................................................................................................................................
15 ADDENDUM..................................................................................................................................
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Dear Student
1 INTRODUCTION
Dear Student
Welcome to the Department of Linguistics and to this module on Multilingualism. This tutorial
letter contains important information for LIN1502 and you should therefore read through it very
carefully.
Your lecturers for LIN1502 are Hildegard van Zweel, Joel Shaku and Catherine Langsford. We
are responsible for the smooth running of this course. If you have any questions or problems
please feel free to contact either of us. Our contact details are listed below.
We hope that you will enjoy the course and that it will open up an interesting and exciting new
field of study for you. Linguistics is an interesting and relevant subject for anyone who is
interested in the structure and function of languages, what makes languages similar and how
they differ. Because we are surrounded by language every day, you will have plenty of material
on which to apply the skills and knowledge you acquire in this module. We trust that by the end
of the semester you will have gained greater insight into that familiar, taken-for-granted
phenomenon called ‘language’ that influences who we are, which groups we belong to and how
we think about the world. We urge you to make use of the student portal myUnisa to access
study material, make contact with fellow students and find additional resources that will enhance
your learning experience.
As part of this tutorial letter, we wish to inform you that Unisa has implemented a transformation
charter based on five pillars and eight dimensions. In response to this charter, we have also
placed curriculum transformation high on the agenda. For your information, curriculum
transformation includes the following pillars: student-centred scholarship, the pedagogical
renewal of teaching and assessment practices, the scholarship of teaching and learning, and
the infusion of African epistemologies and philosophies. These pillars and their principles will be
integrated at both the programme and module levels, as a phased-in approach. You will notice
the implementation thereof in your modules, and we encourage you to fully embrace these
changes during your studies at Unisa.
Good luck with your studies!
Hildegard van Zweel

(Module leader)
(012) 429-6734
vzweeha@unisa.ac.za
Theo van Wijk building
Room 9-69
1.1 Tutorial matter
The study material for this semester’s course consists of:
- One Study Guide, entitled Multilingualism: The role of languages in South Africa.
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LIN1502/101/3/2023
- Additional tutorial letters, e.g. giving information concerning assignment feedback and exam
preparation, will be sent to you as soon as they are ready.
Some of this tutorial matter may not be available when you register. Tutorial matter that is not
available when you register will be posted to you as soon as possible, but is also available on
myUnisa.
2 PURPOSE AND OUTCOMES

2.1 Purpose
The course aims to familiarise students with the way in which language is used in everyday
communication, to develop cultural and linguistic sensitivity and to instil a critical awareness of
how language functions both to separate and to unite communities. It provides an introduction
to psycholinguistic and sociolinguistic topics, taking multilingualism as its theme. There is a
strong focus on equipping students to deal with actual language issues that they may come
across in the South African context.
2.2 Outcomes
Outcome 1:
To use linguistic terms and concepts appropriately when discussing language learning and
language use and demonstrate familiarity with basic research findings in these areas.
Outcome 2:
To think analytically and critically about language and linguistic problems and to express
knowledge and ideas about language in a clear and scientific way.
Outcome 3:
To recognise how language is used by different groups and to demonstrate tolerance and
sensitivity towards speakers of other languages.
Outcome 4:
To carry out small-scale research and make observations of the utterances that people produce
when they communicate with one another.
3 CURRICULUM TRANSFORMATION
Unisa has implemented a transformation charter, in terms of which the university has placed curriculum
transformation high on the teaching and learning agenda. Curriculum transformation includes student-
centred scholarship, the pedagogical renewal of teaching and assessment practices, the scholarship of
teaching and learning, and the infusion of African epistemologies and philosophies. All of these will be
phased in at both programme and module levels, and as a result of this you will notice a marked change
in the teaching and learning strategy implemented by Unisa, together with the way in which the content
is conceptualised in your modules. We encourage you to embrace these changes during your studies at
Unisa in a responsive way within the framework of transformation.
4 LECTURER(S) AND CONTACT DETAILS

4.1 Lecturer(s)
You may contact your lecturers by post, e-mail, telephone or on myUnisa.
5
Lecturer and course leader: Ms Hildegard van Zweel
Telephone number: +27124296734
E-mail address: vzweeha@unisa.ac.za
Physical address: Theo van Wijk building 9-69
University of South Africa
Preller Street
Muckleneuk Ridge
Pretoria
South Africa
4.2 Department
Telephone number: +27124296316

E-mail address: vzylme@unisa.ac.za
Postal address: Department of Linguistics

PO Box 392
UNISA
0003
Physical address Theo van Wijk building 9-86

Preller Street
Muckleneuk Ridge
Unisa
South Africa
4.3 University
Contact addresses of the various administrative departments are included in Studies @ Unisa,
which you received with your study package.
The Study @ Unisa brochure is available on myUnisa: www.unisa.ac.za/brochures/studies

This brochure has all the tips and information you need to succeed at distance learning and,
specifically, at Unisa.
(Send an SMS direct query with your name, student number/ID number and a short description of your query)
Description of enquiry Short SMS code
Applications and registrations 43578
Assignments 43584
Exams 43584
Study material 43579
Student accounts 31954
myUnisa / myLife 43582
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LIN1502/101/3/2023
UNISA
Postal address Physical address
P O Box 392 Muckleneuk Sunnyside Campus Florida Campus
UNISA Campus Corner of Walker and Cnr Christiaan
0003 Preller Street Mears Street de Wet &
Muckleneuk Building 12 Pioneer Avenue
Pretoria Sunnyside Florida
UNISA'S CONTACT EMAIL ADDRESSES
First enquiries (prospective students).....................................................................................................study-info@unisa.ac.za

All international students..................................................................................................................... international@unisa.ac.za
REGISTRATION-RELATED ENQUIRIES
Undergraduate qualifications
Admissions office (application for exemption certificates)...............................................................................ame@unisa.ac.za
College of Agriculture, Natural Resources and Environmental Sciences...................................................scientia@unisa.ac.za
College of Economic and Management Sciences...........................................................................................econ@unisa.ac.za
College of Human Sciences............................................................................................................................ artes@unisa.ac.za
College of Human Sciences – School of Education...................................................................................educare@unisa.ac.za
College of Law.................................................................................................................................................... jus@unisa.ac.za
College of Science, Engineering and Technology......................................................................................scientia@unisa.ac.za
Postgraduate qualifications
College of Agriculture, Natural Resources
and Environmental Sciences …………………………………………....................................................post-scientia@unisa.ac.za
College of Economic and Management Sciences...................................................................................post-econ@unisa.ac.za
College of Human Sciences....................................................................................................................post-artes@unisa.ac.za
College of Human Sciences – School of Education...........................................................................post-educare@unisa.ac.za
College of Law.............................................................................................................................................. ManD@unisa.ac.za
College of Science, Engineering and Technology..............................................................................post-scientia@unisa.ac.za
Other departments:
Aegrotat exams........................................................................................................................................ aegrotats@unisa.ac.za
Assignments assign@unisa.ac.za
Despatch, study material.......................................................................................................................... despatch@unisa.ac.za
Examinations exams@unisa.ac.za
Graduation Affairs................................................................................................................................ gaudeamus@unisa.ac.za
Remark papers ........................................................................................................................................... remark@unisa.ac.za
Recheck papers......................................................................................................................................... recheck@unisa.ac.za
Finance .................................................................................................................................................. finan@unisa.ac.za
Student information:
Fellow student names ......................................................................................................................... condiscipuli@unisa.ac.za
Student counselling and career development ......................................................................................counselling@unisa.ac.za
Enquiries about prescribed books ...........................................................................................................vospresc@unisa.ac.za
Library:
For library requests and other library services and procedures, students are advised to consult the Studies @ Unisa brochure.
NB: Always use your student number when you contact the University .
Contact addresses of the various administrative departments appear on the Unisa website:
http://www.unisa.ac.za/sites/corporate/default/Contact-us/Student-enquiries.
Please include the student number in all correspondence
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5 RESOURCES
5.1 Prescribed book(s)
There are no prescribed books for this course. All the information you need for this module is in
your Study Guide - Multilingualism: The role of languages in South Africa.
5.2 Recommended book(s)
A complex phenomenon such as language cannot be studied from a single viewpoint. If you
want to achieve a wider perspective on linguistics and on language, you should refer to more
than one textbook. We have selected a few good books that you may use as supplementary
sources. These books are available in the Study Collection at Unisa's various libraries. The
addresses may be found in the Studies @ Unisa booklet. The following books may be used as
supplementary reading for the course:
Fromkin, 2013. An introduction 10th ed., Independence, 9781285079806

Victoria. to language / International Ky. Andover (pbk.)
Victoria e
Fromkin Sam
Rodman Nina
Hyams.
Wardhaugh, 2010. An introduction 6th ed. Chichester, West 9781405186681
Ronald. to Sussex, U.K. ; (pbk. : alk. paper)
sociolinguistics Malden, MA
/ Ronald
Wardhaugh.
Wardhaugh, 2010. An introduction 6th ed. Chichester 1444393057
Ronald. to
sociolinguistics
[electronic
resource] /
Ronald
Wardhaugh.
Downes, 1998. Language and 2nd ed. Cambridge, UK ; 9780521456630
William. society / New York, NY (pbk.)
William
Downes.
1992. Language and Jamesburg 1868141985
society in Africa
: the theory and
practice of
sociolinguistics
Downes, 1998. Language and 2nd ed. Cambridge 9781139163781
William. society [England] ; New (electronic bk.)
[electronic York, NY, USA
resource] /
William
Downes.
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LIN1502/101/3/2023
Reich, c1986. Language Englewood Cliffs, 0135230691

Peter A., development / N.J
1940- Peter A. Reich.
Hudson, 1996. Sociolinguistics 2nd ed. Cambridge 9780521565141
Richard A. / R.A. Hudson. (pbk.)
Trudgill, 2000. Sociolinguistics 4th ed. London 0140289216
Peter. : an (pbk.)
introduction to
language and
society / Peter
Trudgill.
Hudson, 1996. Sociolinguistics 2nd ed. Cambridge 9781139166843
Richard A. [electronic [England] ; New (electronic bk.)
resource] / R.A. York, NY, USA
Hudson.
Crystal, 1987, The Cambridge 3rd ed. Cambridge 9780521736503
David, 2010 encyclopedia of (pbk.)
1941- language /
David Crystal.
Recommended books can be requested online, via the library catalogue.
5.3 Electronic reserves (e-reserves)
There are no electronic reserves for this course.

E-reserves can be downloaded from the library catalogue. More information is available at:
http://libguides.unisa.ac.za/request/request
5.4 Library services and resources information
The Unisa library offers a range of information services and resources:
 For brief information, go to https://www.unisa.ac.za/library/libatglance

 For more detailed library information, go to
http://www.unisa.ac.za/sites/corporate/default/Library
 For research support and services (e.g. the services offered by personal librarians and
the request a literature search service offered by the information search librarians), go to
http://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Research-support
 For library training for undergraduate students, go to
https://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Training
The library has created numerous library guides, available at http://libguides.unisa.ac.za
Recommended guides:
 Request and find library material/download recommended material:

http://libguides.unisa.ac.za/request/request
 Postgraduate information services: http://libguides.unisa.ac.za/request/postgrad
9
 Finding and using library resources and tools:
http://libguides.unisa.ac.za/Research_skills
 Frequently asked questions about the library:
http://libguides.unisa.ac.za/ask
 Services to students living with disabilities:
http://libguides.unisa.ac.za/disability
 A–Z of library databases:
https://libguides.unisa.ac.za/az.php
Important contact information:

 Ask a librarian: https://libguides.unisa.ac.za/ask
 Technical problems encountered in accessing library online services: Lib-
help@unisa.ac.za
 General library-related queries: Library-enquiries@unisa.ac.za
 Queries related to library fines and payments: Library-fines@unisa.ac.za
 Social media channels: Facebook: UnisaLibrary and Twitter: @UnisaLibrary
6 STUDENT SUPPORT SERVICES

The Study @ Unisa brochure is available on myUnisa: www.unisa.ac.za/brochures/studies
This brochure contains important information and guidelines for successful studies through
Unisa.
If you need assistance with regard to the myModules system, you are welcome to use the
following contact details:
 Toll-free landline: 0800 00 1870 (Select option 07 for myModules)

 E-mail: mymodules22@unisa.ac.za or myUnisaHelp@unisa.ac.za
You can access and view short videos on topics such as how to view your calendar, how to
access module content, how to view announcements for modules, how to submit assessment
and how to participate in forum activities via the following link:
https://dtls-qa.unisa.ac.za/course/view.php?id=32130
Registered Unisa students get a free myLife e-mail account. Important information, notices
and updates are sent exclusively to this account. Please note that it can take up to 24 hours
for your account to be activated after you have claimed it. Please do this immediately after
registering at Unisa, by following this link: myLifeHelp@unisa.ac.za
Your myLife account is the only e-mail account recognised by Unisa for official
correspondence with the university, and will remain the official primary e-mail address on
record at Unisa. You remain responsible for the management of this e-mail account.
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LIN1502/101/3/2023
Joining myUnisa
If you want to participate in the Discussion Forum, submit assignments electronically, obtain
electronic study material or other up-to-date information about the modules you are studying,
you need to join myUnisa. Follow the steps outlined in the brochure Studies @ Unisa.
The Discussion Forum is a place for you to talk to other students online about this module,
introduce yourself and your language background and read about other students taking this
course. Your lecturers will also be moderating the discussion forum, but they will not always be
answering every week.
Another very important link on each course code web page is the link to Official Study
Material. This is where you will find copies of your study guide and all the tutorial letters. You
will also still receive these study materials through the South African Postal Service, but if you
want to see them earlier, you can go to the website. Under Additional Resources there are
also links to interesting websites for you to browse if you want to do some extra reading.
In addition, your lecturers may post Announcements relating to assignment deadlines, group
discussions, new tutorial letters, etc.
6.1 The Unisa First-Year Experience Programme
Many students find the transition from school education to tertiary education stressful. This is also true in
the case of students enrolling at Unisa for the first time. Unisa is a dedicated open distance and e-
learning institution, and it is very different from face-to-face/contact institutions. It is a mega university,
and all our programmes are offered through either blended learning or fully online learning. It is for this
reason that we thought it necessary to offer first-time students additional/extended support to help them
seamlessly navigate the Unisa teaching and learning journey with little difficulty and few barriers. We
therefore offer a specialised student support programme to students enrolling at Unisa for the first time –
this is Unisa’s First-Year Experience (FYE) Programme, designed to provide you with prompt and helpful
information about services that the institution offers and how you can access information. The following
FYE services are currently offered:
 FYE website: All the guides and resources you need in order to navigate through your
first year at Unisa can be accessed using the following link: www.unisa.ac.za/FYE
 FYE e-mails: You will receive regular e-mails to help you stay focused and motivated.
 FYE broadcasts: You will receive e-mails with links to broadcasts on various topics
related to your first-year studies (e.g. videos on how to submit assessments online).
 FYE mailbox: For assistance with queries related to your first year of study, send an e-
mail to fye@unisa.ac.za .
11
7 STUDY PLAN
Work Programme: LIN1502
This module is offered in Semester 1 and again in Semester 2. You must write the exam in the
semester in which you are registered. It is your responsibility to find out whether you are
registered for Semester 1 (S1), in which case you will write your exam in May or June, or if you
are registered for Semester 2 (S2), in which case your exam is in October or November. Check
your confirmation of registration letter or myUnisa for the provisional date of your exam. Follow
the work programme for each semester on the following pages:
SEMESTER 1
January/February March April May/June
Familiarise yourself with Do Assignment 01 and Read through the Revise for the exam by
the contents of this 101 submit it by 5 March (no instructions for working through the
letter. prior reading is Assignment 03 and start study guide and your
required). working on it. own notes and doing
Work through Study self-assessment
Units 1-3 and complete Read through the Submit Assignment 03 Assignment 04.
the tasks in these units. instructions for by 16 April.
Assignment 02 and start Write the exam.
working on it. Work through Study
Units 7-9 and complete
Submit Assignment 02 the tasks on these units.
by 26 March.
Confirm your exam
Work through Study date.
the tasks on these units.
Due date Ass Lecturer Assignment type Percentage of final mark

No.
To be 01 Ms HA van Zweel Compulsory multiple- Assignment 01 gives you exam

announced (012) 429-6734 choice assignment admission but does not count
(due towards your final mark for this
sometime course.
in March
2023)
To be 02 Ms HA van Zweel Compulsory multiple- Assignment 02 counts 5% of your

announced (012) 429-6734 choice assignment final mark for this course.
(due
sometime
in March
2023)
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LIN1502/101/3/2023
To be 03 Ms HA van Zweel Compulsory written Assignment 03 counts 15% of

announced (012) 429-6734 assignment your final mark for this course.
(due
sometime
in March
2023)
May 04 Ms HA van Zweel Optional self- Assignment 04 provides you with

(012) 429-6734 assessment exam practice and should not be
assignment submitted. Mark it yourself using
the model answers in this letter.
13
SEMESTER 2
June/July August September October/November
Familiarise yourself with Do Assignment 01 and Read through the Revise for the exam by
the contents of this 101 submit it by 6 August instructions for working through the
letter. (no prior reading is Assignment 03 and start study guide and your
required). working on it. own notes and doing
Work through Study self-assessment
Units 1-3 and complete Read through the Submit Assignment 03 Assignment 04.
the tasks in these units. instructions for by 17 September.
Assignment 02 and start Write the exam.
working on it. Work through Study
Submit Assignment 02 the tasks on these units.
by 31 August.
Confirm your exam
Work through Study date.
the tasks on these units.
Due date Assignment Lecturer Assignment Percentage of final mark

No. type
To be 01 Ms HA van Zweel Compulsory Assignment 01 gives you

announced (012) 429-6734 multiple-choice exam admission but does
(due sometime assignment not count towards your final
in August mark for this course.
2023)
To be 02 Ms HA van Zweel Compulsory Assignment 02 counts 5% of

announced (012) 429-6734 multiple-choice your final mark for this
(due sometime assignment course.
in August
2023)
To be 03 Ms HA van Zweel Compulsory Assignment 03 counts 15%

announced (012) 429-6734 written of your final mark for this
(due sometime assignment course.
in September
2023)
October 04 Ms HA van Zweel Optional self- Assignment 04 provides you

(012) 429-6734 assessment with exam practice and
assignment should not be submitted.
Mark it yourself using the
model answers in this letter.
Use your Studies @ Unisa brochure for general time management and planning skills.
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LIN1502/101/3/2023
8 PRACTICAL WORK
This course does not involve work or work-integrated learning.
9 ASSESSMENT
9.1 Assessment criteria
This module will involve formative assessment in the form of assignments and one summative
assessment in the form of a venue-based exam.
9.2 Assessment plan
 To complete this module, you will be required to submit 3 assignments.

 All information about when and where to submit your assessments will be made available
to you via the myModules site for your module.
 Due dates for assessments, as well as the actual assessments are available on the
myModules site for this module.
 To gain admission to the examination, you will be required to submit 3 assignment/s.
 To gain admission to the examination, you need to obtain a year mark average of 40%
for the assignments.
 The assignment weighting for the module is 20%..
 You will receive examination information via the myModules sites. Please watch out for
announcements on how examinations for the modules for which you are registered will
be conducted.
 The examination will count 80% towards the final module mark.
9.3 Assessment due dates
 There are no assignment due dates included in this tutorial letter.
 Assignment due dates will be made available to you on the myUnisa landing page for this
module. We envisage that the due dates will be available to you upon registration.
 Please start working on your assessments as soon as you register for the module.
 Log on to the myUnisa site for this module to obtain more information on the due dates
for the submission of the assessments.
9.4 Submission of assessments
 Unisa, as a comprehensive open distance e-learning institution (CODeL), is moving

towards becoming an online institution. You will therefore see that all your study material,
assessments and engagements with your lecturer and fellow students will take place
online. We use myUnisa as our virtual campus.
 The myUnisa virtual campus will offer students access to the myModules site, where
learning material will be available online and where assessments should be completed.
This is an online system that is used to administer, document, and deliver educational
material to students and support engagement between academics and students.
15
 The myUnisa platform can be accessed via https://my.unisa.ac.za. Click on the
myModules 2023 button to access the online sites for the modules that you are
registered for.
 The university undertakes to communicate clearly and as frequently as is necessary to

ensure that you obtain the greatest benefit from the use of the myModules learning
management system. Please access the announcements on your myModules site
regularly, as this is where your lecturer will post important information to be shared with
you.
 When you access your myModules site for the module/s you are registered for, you will
see a welcome message posted by your lecturer. Below the welcome message you will
see the assessment shells for the assessments that you need to complete. Some
assessments may be multiple choice, some tests, others written assessments, some
forum discussions, and so on. All assessments must be completed on the assessment
shells available on the respective module platforms.
 To complete quiz assessments, please log on to the module site where you need to
complete the assessment. Click on the relevant assessment shell (Assessment 1,
Assessment 2, etc.). There will be a date on which the assessment will open for you.
When the assessment is open, access the quiz online and complete it within the time
available to you. Quiz assessment questions are not included in this tutorial letter
(Tutorial Letter 101) and are only made available online. You must therefore access the
quiz online and complete it online where the quiz has been created.
 It is not advisable to use a cell phone to complete the quiz. Please use a desktop
computer, tablet or laptop when completing the quiz. Students who use a cell phone find
it difficult to navigate the Online Assessment tool on the small screen and often struggle
to navigate between questions and successfully complete the quizzes. In addition, cell
phones are more vulnerable to dropped internet connections than other devices. If at all
possible, please do not use a cell phone for this assessment type.
 For written assessments, please note the due date by which the assessment must be
submitted. Ensure that you follow the guidelines given by your lecturer to complete the
assessment. Click on the submission button on the relevant assessment shell on
myModules. You will then be able to upload your written assessment on the myModules
site of the modules that you are registered for. Before you finalise the upload, double
check that you have selected the correct file for upload. Remember, no marks can be
allocated for incorrectly submitted assessments.
9.5 The assessments
As indicated in section 9.2, you need to complete 3 assignments for this module. Details on the
assgments are in this tutorial letter.
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Assignment 01
CODE: LIN1502
Semester 1
Unique Assignment Number: 170342
This assignment is compulsory and has to be submitted BEFORE THE FINAL DATE for
you to obtain admission to the examination.
Closing date: 6 MARCH 2023
(Semester 1)
Lecturer: Ms HA van Zweel (012) 429-6734
Aim
The aim of the assignment is for you to have some fun and explore your own opinions about
multilingualism before you start working through the course.
Instructions:
No prior reading is required for this assignment. It will only take you 15 minutes… so do it now!
Fill in your answers on the mark reading sheet provided in your study package. Remember to fill
in the correct unique assignment number as well as your student number at the top of the page.
Alternatively, the assignment may be submitted electronically via myUnisa.
This assignment gives you exam admission for LIN1502. It is your responsibility to submit the
assignment by the due date and to check that the university receives your assignment.
Remember to keep a copy of your assignment.
Your answers to all 20 questions should be selected from the scale below. Circle the number
that best reflects your opinions. Be honest - the marks for this assignment do not count, so you
don’t need to tell us what you think we want to hear.
17
Disagree Neutral Agree
[1] [2] [3]
1. Children get confused if their mother speaks one language to them and their father
speaks another language to them.
2. When I hear second-language speakers speaking my language badly I think that reflects
on their intelligence.
3. It is possible for a country to have 11 official languages that are all supported equally.
4. People who speak many languages are at an advantage.
5. Adults and children learn languages in the same way.
6. I am proud of my mother tongue.
7. My language should remain pure and not be influenced by other languages.
8. In South Africa some people switch from one language to another in the same
conversation.
9. Young children develop their language skills at a similar rate all over the world.
10. Children who are bilingual or multilingual do not face cognitive difficulties.
11. If I pass LIN1502, I may learn new things about multilingual societies.
12. The world would be a great place if we all spoke the same language.
13. I speak with an accent.
14. There is nothing we can do about languages that die out.
15. Children should be educated in their mother tongues in the early school years.
16. Sign language is a real language.
17. There is no difference between men’s and women’s use of language.
18. Language and the culture associated with it are closely linked.
19. If a new-born baby from a Setswana-speaking mother is adopted by Nama-speaking
parents, it will speak Setswana as its mother tongue.
20. All good linguists are multilingual.
18
LIN1502/101/3/2023
Assignment 01
CODE: LIN1502
Semester 2
Unique Assignment Number: To be announced
This assignment is compulsory and has to be submitted BEFORE THE FINAL DATE for
you to obtain admission to the examination.
Closing date
To be announced (Semester 2)
Aim
The aim of the assignment is for you to have some fun and explore your own feelings about
multilingualism before you start working through the course.
Instructions:
No prior reading is required for this assignment. It will only take you 15 minutes… so do it now!
Fill in your answers on the mark reading sheet provided in your study package. Remember to fill
in the correct unique assignment number as well as your student number at the top of the page.
Alternatively, the assignment may be submitted electronically via myUnisa.
This assignment gives you exam admission for LIN1502. It is your responsibility to submit the
assignment by the due date and to check that the university receives your assignment.
Remember to keep a copy of your assignment.
Your answers to all 20 questions should be selected from the scale below. Circle the number
that best reflects your opinions. Be honest! The marks for this assignment do not count, so you
don’t need to tell us what you think we want to hear.
19
Disagree Neutral Agree
[1] [2] [3]
1. Children get confused if their mother speaks one language to them and their father
speaks another language to them.
2. People who speak many languages are at an advantage.
3. When I hear second-language speakers speaking my language badly I think that reflects
on their intelligence.
4. It is possible for a country to have 11 official languages that are all supported equally.
5. People should take pride in their mother tongue.
6. Adults and children learn languages in the same way.
7. All languages should remain pure and not be influenced by other languages.
8. In South Africa some people switch from one language to another in the same
conversation.
9. Young children develop their language skills at a similar rate all over the world.
10. Children who are bilingual or multilingual face cognitive difficulties.
11. There is nothing we can do about languages that die out.
12. The world would be a great place if we all spoke the same language.
13. For practical reasons, all teaching should be done in English.
14. I speak with an accent.
15. Children should be educated in their mother tongues in the early school years.
16. Sign language is not a real language.
17. There is no difference between men’s and women’s use of language.
18. Linguistics as a subject teaches good grammar.
19. Borrowing words from another language pollutes my mother tongue.
20. If I pass LIN1502, I may learn new things about multilingual societies.
20
LIN1502/101/3/2023
Assignment 02
CODE: LIN1502
Semester 1
Unique Assignment Number:
Weight: The assignment counts 5% of your final mark for LIN1502
Closing date
Aim
The aim of the assignment is to demonstrate that you can use linguistic terms and concepts
appropriately and confidently when discussing language learning and language use and
demonstrate familiarity with basic research findings in these areas, as well as to think
analytically and critically about language and linguistic problems.
Instructions
Read the Introduction and Study Units 1-3 of Multilingualism: The role of languages in South
Africa.
Read the case studies and the questions below. Fill in your answers on the mark reading sheet
provided in your study package. Remember to fill in the correct unique assignment number as
well as your student number at the top of the page.
Read the following conversation between Buli (aged 38 months) and her mother and then
answer Questions 1 to 15. Some of the questions relate directly to the case study while others
test your knowledge of the relevant concepts in a more general way.
21
MOTHER: why are you splashing the water?
BULI: because I want to.
MOTHER: why are you making the floor wet?
BULI: I'm wetting all.
BULI: yes.
MOTHER: you know that's bad.
MOTHER: you know someone will have to clean up.
BULI: not bad!
MOTHER: yes it is.
BULI: good.
MOTHER: why is it good?
BULI: cause I like it.
BULI: I won't mess.
BULI: I’m going to splash wet.
BULI: yes.
MOTHER: you know that's bad.
BULI: I’m only doing it a little bit.
1. Which of the following statements is false?
[1] Buli’s mother makes use of caretaker speech.

[2] Buli’s mother is talking about the ‘here and now’.
[3] Buli’s mother uses frequent repetition.
[4] Buli’s mother uses frequent questions.
[5] Buli’s mother uses baby-talk words.
2. Buli’s mother’s language is typical of caretaker speech because she uses
[1] short sentences

[2] questions
[3] [1] and [2]
[4] Baby talk words
[5] All of the above.
[1] Buli is past the babbling phase.

[2] Buli is only using holophrases.
[3] Buli has learnt the rule of turn-taking in conversation.
[4] Buli is in the linguistic stage of development
[5] Buli is past the prelinguistic stage of development.
4. The unconscious, informal process of ‘picking up’ a language in the pre-adolescent years
is known as
[1] developmental psycholinguistics

[2] additive bilingualism
[3] language learning
[4] the critical period
[5] language acquisition.
5. Most children reach Buli’s stage of language development at approximately the age of
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LIN1502/101/3/2023
[1] 6 months
[2] 12 months
[3] 18 months
[4] 3 years old
[5] 5 years old.
6. A child starts to use utterances for communication in a meaningful and intentional way
during
[1] the cooing stage

[2] the babbling stage
[3] the one-word stage
[4] the two-word stage
[5] the multiple-word stage.
7. The first words children acquire tend to be

[1] words referring to objects and actions
[2] function words
[3] words referring to abstract things
[4] none of the above
[5] all of the above.

[1] The sounds made during the babbling period depend on the language of the
environment.
[2] Babbling occurs spontaneously in all children.
[3] Babbling is a way for a child to explore the abilities of the vocal organs.
[4] Babbling is a precursor to speech.
[5] None of the above.
9. During the prelinguistic stage, children

[1] learn the art of turn taking
[2] start to produce sounds such as cooing and crying
[2] use sounds in an intentional way
[3] communicate using holophrases
[4] learn to match words and concepts.
10. During the telegraphic stage, children

[1] produce mainly two-word sentences
[2] cannot be easily understood by adults
[3] produce short sentences containing no content words
[4] produce short sentences containing no function words
[5] produce mainly one-word sentences.
11. Egocentric speech is
[1] talk addressed to a young child
[2] talk which is not addressed to a listener
[3] talk between children and their caretakers
23
[4] talk between children
[5] talk between older children.
[1] Language acquisition follows a similar sequence of developmental stages for all
languages.
[2] A child acquires the language to which he or she is exposed.
[3] A child has the potential to acquire any language.
[4] Exposure to language is not necessary for language acquisition.
[5] All normally developing children will acquire a mother tongue.
13. During the one-word stage, children

[2] use sounds in an unintentional way
[3] sometimes communicate using holophrases
[4] learn to match pictures and concepts
[5] combine more than three words to communicate.
14. The critical period hypothesis states that
[1] caretakers must never criticise their children’s language errors

[2] language is critically important for human communication
[3] children such as Buli will never acquire fluency in their mother tongues
[4] exposure to natural language in the early years is a prerequisite for successful language
development
[5] children have an inborn knowledge of the words of their language.
15. Psycholinguists who support the innateness hypothesis claim that
[1] babies do not have to be taught to sit up, crawl or walk

[2] babies are born with minds that are like blank slates
[3] language has to be formally taught to children
[4] children have an innate knowledge of the vocabulary of a language
[5] humans have an inborn ability to acquire language any language they are exposed to.
Read the following case study and then answer Questions 16 to 20:
Themba is a four-year-old child whose family has just moved from Mthatha in South Africa to Maseru in
Lesotho. Themba’s mother speaks IsiXhosa (her L1) to him and his father speaks English (his L1) to him.
Themba speaks these two languages equally well. He is now playing with the children in his
neighbourhood in Maseru who only speak Sesotho and he is beginning to pick up Sesotho phrases in
order to make friends. He will also attend a pre-primary school where Sesotho is the medium of
instruction.
16. Themba’s family have adopted a
[1] monolingual strategy

[2] two-person-one-language strategy
[3] two-person-two-language strategy
24
LIN1502/101/3/2023
[4] one-person-one-language strategy

[5] multicultural strategy.
17. Themba’s motivation for learning Sesotho is a(n)
[1] instrumental motivation

[2] integrative motivation
[3] internal motivation
[4] individual motivation
[5] bit of both [1] and [4].
18. If Themba stays in Lesotho he is likely to become a
[1] subtractive bilingual

[2] balanced bilingual
[3] late bilingual
[4] semi-speaker
[5] monolingual.
[1] Themba is likely to attain greater proficiency in Sesotho than either of his parents.
[2] Themba will acquire Sesotho effortlessly and unconsciously as he is below the critical
age.
[3] Sesotho is a foreign language for Themba.
[4] Themba is likely to experience interference from English and IsiXhosa when speaking
Sesotho.
[5] Themba is still young enough to pick-up Sesotho without too much effort.
20. Themba will learn Sesotho by means of
[1] first language learning

[2] guided language learning
[3] foreign language learning
[4] third language acquisition
[5] foreign language acquisition.
[TOTAL: 20]
25
Assignment 02
CODE: LIN1502
Semester 2
Closing date to be announced
(Semester 2)
Aim
The aim of the assignment is to demonstrate that you can use linguistic terms and concepts
appropriately and confidently when discussing language learning and language use and
demonstrate familiarity with basic research findings in these areas, as well as to think
analytically and critically about language and linguistic problems.
Instructions
Read the Introduction and Study Units 1-3 of Multilingualism: The role of languages in South
Africa.
Read the case studies and the questions below. Fill in your answers on the mark reading sheet
provided in your study package. Remember to fill in the correct unique assignment number as
well as your student number at the top of the page.
Read the following conversation between Jim (aged 4 years) and his mother and then answer
Questions 1 to 15. Some of the questions relate directly to the case study while others test your
knowledge of the relevant concepts in a more general way.
26
LIN1502/101/3/2023
MOTHER: what are you doing in the tree?

JIM: no nothing.
MOTHER: what are you doing up there?
JIM: I'm climbing up here.
JIM: Mom, it’s fun up here.
MOTHER: you know that's dangerous.
MOTHER: you know you may fall and break your leg.
JIM: I’m careful, see Mom.
MOTHER: I am worried that you’ll fall.
JIM: I won’t.
MOTHER: how can you be sure?
JIM: cause I’m careful.
JIM: I won't fall cause I’m holding on.
JIM: I’m going to climb right to the top.
JIM: see.
MOTHER: you know that it’s dangerous and I want you to get down.
JIM: I’m climbing slowly, see.
[1] Jim’s mother makes use of caretaker speech.

[2] Jim’s mother is talking about the ‘here and now’.
[3] Jim’s mother uses frequent repetition.
[4] Jim’s mother uses frequent questions.
[5] Jim’s mother uses baby-talk words.
2. Jim’s mother’s language is typical of caretaker speech because she uses
[1] repetitions
[2] questions
[3] [1] and [2]
[4] baby talk words
[5] many nouns.
[1] Jim is past the babbling phase.

[2] Jim has learnt the rule of turn-taking in conversation.
[3] Jim is only using two-word sentences.
[4] Jim is only using multiple word sentences.
[5] Jim is in the linguistic stage of development.
4. Most children reach Jim’s stage of language development at approximately
[1] 6 months old

[2] 12 months old
[3] 24 months old
[4] 36 months old
[5] 48 months old.
27
5. The unconscious, informal process of ‘picking up’ a language in the pre-adolescent years
is known as
[1] developmental psycholinguistics

[2] additive bilingualism
[3] language learning
[4] the critical period
[5] language acquisition.
6. A child starts to use utterances for communication in a meaningful and intentional way
during
[1] the cooing stage

[2] the crying stage
[3] the one-word stage
[4] the two-word stage
[5] the multiple-word stage.

[1] Babbling occurs between the crying stage and the one-word stage.
[2] The sounds made during the babbling period depend on the language of the
environment.
[3] Babbling occurs spontaneously in all children.
[4] Babbling is a way for a child to explore the abilities of the vocal organs.
8. The first words children acquire tend to be

[1] words referring to culture
[2] function words
[3] words referring to abstract things
[4] words referring to objects and actions
[5] all of the above.
9. During the prelinguistic stage, children

[1] use only nouns
[3] communicate using holophrases
[4] learn to match words and concepts
[5] use sounds in an intentional way.
10. Egocentric speech is

[1] talk addressed to a young child
[2] talk which is addressed to an adult listener
[3] talk between children and their caretakers
[4] talk between children
[5] talk which is not addressed to a listener.
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LIN1502/101/3/2023
[1] Exposure to language is necessary for language acquisition.

[2] Exposure to language is not necessary for language acquisition.
[3] A child acquires the language to which he or she is exposed.
[4] A child has the potential to acquire any language that they are exposed to.
[5] Language acquisition follows a similar sequence of developmental stages for all
languages.
12. During the telegraphic stage, children

[1] produce mainly three-word sentences
[2] cannot be easily understood by adults
[3] produce short sentences containing no content words
[4] produce mainly two-word phrases
[5] produce short sentences containing no function words.
13. During the one-word stage, children

[2] use sounds in an intentional way
[3] communicate using two-word phrases
[4] often communicate using holophrases
[5] learn to use function words.
14. Psycholinguists who support the innateness hypothesis claim that
[1] children have an innate knowledge of the vocabulary of a language

[2] humans have an inborn ability to acquire language
[3] language has to be formally taught to children
[4] difficult languages take longer to be learnt
[5] babies do not have to be taught to sit up, crawl or walk.
15. The critical period hypothesis states that
[1] caretakers must never criticise their children’s language errors

[2] language is critically important for human communication
[3] children such as Jim will never acquire fluency in their mother tongues
[4] children have an inborn knowledge of the vocabulary of a language
[5] exposure to natural language in the early years is a prerequisite for successful language
development.
Read the following case study and then answer Questions 16 to 20:
Nandi is a six-year-old child who has just moved from Durban in South Africa to
Maseru in Lesotho. Nandi’s father speaks IsiZulu (his L1) to her and her mother
speaks English (her L1) to her. Nandi speaks these two languages equally well. She
29
is now playing with neighbouring children in Maseru who only speak Sesotho and
she is beginning to pick up Sesotho phrases in order to make friends.
16. Nandi’s motivation for learning Sesotho is an
[1] instrumental motivation

[2] integrative motivation
[3] internal motivation
[4] intentional motivation
[5] individual motivation.
17. If Nandi remains in Lesotho she will become a
[1] subtractive bilingual

[2] monolingual
[3] late bilingual
[4] rememberer
[5] balanced bilingual.
18. Nandi’s family have adopted a
[1] monolingual strategy

[2] two-person-one-language strategy
[3] two-person-two-language strategy
[4] multicultural strategy
[5] one-person-one-language strategy.
[1] Nandi is still young enough to pick-up Sesotho without too much effort.
[2] Nandi is likely to attain greater proficiency in Sesotho than either of her parents.
[3] Nandi will acquire Sesotho effortlessly and unconsciously as she is below the critical age.
[4] Sesotho is a foreign language for Nandi.
[5] Nandi is likely to experience some interference from English and IsiZulu when speaking
Sesotho.
20. Nandi will learn Sesotho by means of
[1] second language learning

[2] guided language learning
[3] foreign language learning
[4] foreign language acquisition
[5] third language acquisition.
[TOTAL: 20]
30
LIN1502/101/3/2023
Assignment 03
CODE: LIN1502
Semester 1
Closing date
Aim
The aim of the assignment is to demonstrate that you can:
 use linguistic terms and concepts appropriately and confidently when discussing language
learning and language use and demonstrate familiarity with basic research findings in these
areas;
 think analytically and critically about language and linguistic problems and express your
knowledge and ideas about language in a clear and scientific way;
 recognise how language is used by different groups and demonstrate tolerance and
sensitivity towards speakers of other languages; and
 carry out your own small-scale research and make your own observations of the utterances
that people produce when they communicate with one another.
Instructions
1. Read the Introductions and Study Units 1-8 of Multilingualism: The role of languages in
South Africa.
2. Choose any THREE of the following tasks from your Study Guide:
Task 1.9
Task 2.7
Task 5.4
Task 7.6
Task 8.4
31
3. Write out your answers on blank paper and staple the completed assignment into an
assignment cover. Alternatively, you can submit your assignment electronically via
myUnisa. You do not need to rewrite the questions but please indicate which three tasks
you chose.
4. Please include a list of references you consulted for this assignment.
5. We will be assessing your assignment using an outcomes-based marking system. In other

words we assess your work according to the four outcomes listed that we wanted you to
achieve by completing this module (see the outcomes on the assessment sheet on the
following page). You receive a maximum of 3.5 marks for each outcome.
6. Since we welcome feedback on the course, you will receive 1 bonus mark for your
assignment if you complete the Questionnaire on your experience of this course and submit
it as part of the assignment (see page 48 of this letter). Cut the Questionnaire out of this
letter or just write out the answers on blank paper or electronically. The questionnaire is
available in Word format under Additional Resources on myUnisa if you want to copy this
document into your assignment.
7. This assignment will count 15% of your final mark for LIN1502. It is your responsibility to
submit the assignment by the due date and to check that the university receives your
assignment. Remember to keep a copy of your assignment.
8. This assignment is marked using a rubric (Assessment Sheet), see page 32.
Assignment 03
CODE: LIN1502
Semester 2
Unique Assignment Number: 774759
Closing date
17 September 2021 (Semester 2)
Aim
The aim of the assignment is to demonstrate that you can
 use linguistic terms and concepts appropriately and confidently when discussing language
learning and language use and demonstrate familiarity with basic research findings in these
areas;
32
LIN1502/101/3/2023
 think analytically and critically about language and linguistic problems and express your
knowledge and ideas about language in a clear and scientific way;
 recognise how language is used by different groups and demonstrate tolerance and
sensitivity towards speakers of other languages; and
 carry out your own small-scale research and make your own observations of the utterances
Instructions
1. Read the Introductions and Study Units 1-8 of Multilingualism: The role of languages in
South Africa.
2. Choose any THREE of the following tasks from your Study Guide:
Task 3.10
Task 4.2
Task 5.11
Task 7.5
Task 8.4
3. Write out your answers on blank paper and staple the completed assignment into an
assignment cover. Alternatively, you can submit your assignment electronically via
myUnisa. You do not need to rewrite the questions but please indicate which three tasks
you chose.
4. Please include a list of references you consulted for this assignment.
5. We will be assessing your assignment using an outcomes-based marking system. In other

words we assess your work according to the four outcomes listed that we wanted you to
achieve by completing this module (see the outcomes on the assessment sheet on the
following page). You receive a maximum of 3.5 marks for each outcome.
6. Since we welcome feedback on the course, you will receive 1 bonus mark for your
assignment if you complete the Questionnaire on your experience of this course and submit
it as part of the assignment (see page 49 of this letter). Cut the task out of this letter or just
write out the answers on blank paper or electronically. The questionnaire is available in
Word format under Additional Resources on myUnisa if you want to copy this document into
your assignment.
7. This assignment will count 15% of your final mark for LIN1502. It is your responsibility to
submit the assignment by the due date and to check that the university receives your
assignment. Remember to keep a copy of your assignment.
8. This assignment is marked using a rubric (Assessment Sheet), see page 32.
33
ASSIGNMENT ASSESSMENT SHEET FOR ASSIGNMENT 03 LIN1502 2023
OUTCOME 1 = To use linguistic terms and concepts appropriately when discussing language learning and language use
and demonstrate familiarity with basic research findings in these areas.
Outcome not achieved +0 Outcome achieved Outcome exceeded +3 Distinction +3.5

+2
Does not use linguistic terms. Understands, uses Understands, uses and Understands and uses linguistic terms
Misunderstands or uses and defines defines linguistic terms appropriately, even in new contexts.
linguistic terms linguistic terms appropriately, even in new Demonstrates clear understanding of
inappropriately or appropriately. contexts. research findings covered in the guide
inaccurately. Makes reference to relevant and can transfer this knowledge
Not aware of research research findings covered appropriately to new situations.
findings covered in the guide. in the guide and can Displays evidence of additional reading
Copies sections of the guide transfer this knowledge and provides accurate references.
without adaptation. appropriately to new
situations.
OUTCOME 2 = To think analytically and critically about language and linguistic problems and express your knowledge
and ideas about language in a clear and scientific way.
Outcome not Outcome Outcome exceeded +3 Distinction +3.5

achieved +0 achieved +2
Argues illogically. Argues logically. Argues logically and convincingly, Argues logically and convincingly, in a style
Draws no Draws an in a style appropriate to the target appropriate to the target audience.
conclusion or an appropriate audience. Draws an appropriate conclusion based on
incorrect or conclusion. Draws an appropriate conclusion supporting evidence and points out possible
inappropriate and gives supporting evidence or problems associated with the conclusion.
conclusion. explains how the conclusion was Suggests constructive solutions to linguistic
Provides insufficient reached. problems.
explanation and Suggests constructive solutions to Comes up with original insights and
evidence. linguistic problems. observations.
OUTCOME 3 = To recognise how language is used by different groups and demonstrate tolerance and sensitivity
towards speakers of other languages.
Outcome not achieved Outcome achieved +2 Outcome exceeded +3 Distinction +3.5

+0
Unaware of similarities Aware of similarities Aware of similarities and Aware of similarities and differences
and differences between and differences differences between various between various language groups and
various language groups between various language groups and the the effects these can have on social
and the effects these can language groups and effects these can have on interaction.
have on social the effects these can social interaction. Sees multiple sides to complex
interaction. Sees have on social Sees multiple sides to language issues.
language issues from interaction. complex language issues. Expresses opinions in positive ways that
own point of view only. Avoids prescriptive, Expresses opinions in demonstrate empathy and
Expresses biased, judgmental or overly positive ways that understanding.
emotional or overly critical opinions. demonstrate empathy and Suggests practical yet empathetic ways
critical opinions. understanding. of dealing with complex language
issues.
OUTCOME 4 = To carry out your own small-scale linguistic research and make your own observations of the utterances
Outcome not achieved +0 Outcome Outcome exceeded +3 Distinction +3.5

achieved +2
Provides information that is much Collects and Collects and provides Collects and provides information that
too short and sketchy or that does provides information that is is original, relevant, well-organised,
not relate to the question. information that is original, relevant, well- comprehensive and error-free with
Provides information that is original and organised and accurate glosses, translations or
unstructured, incoherent or full of relevant to the comprehensive. additional information as required.
errors. question. Provides original and Provides original and appropriate
Copies data from other students. Provides original appropriate examples examples and discusses their relevance
Does not give appropriate and appropriate and discusses their clearly.
examples. examples. relevance clearly.
_____ for outcomes + _____ for questionnaire = _____ /15
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LIN1502/101/3/2023
9.6 Other assessment methods
Optional self-assessment Assignment 04

(Extra exam practice)
CODE: LIN1502
Weight: The assignment is optional and should not be submitted.
Aim
The aim of this optional assignment is to prepare you for the examination. This assignment
gives you extra practice in answering written and multiple-choice questions on sociolinguistics
(Study Units 4-9 of your study guide) as Assignments 2 and 3 dealt mainly with
Psycholinguistics. Your exam will include multiple-choice questions and written questions on
both Psycholinguistics and Sociolinguistics (Study Units 1-9).
Instructions
Read Study Units 4-9 of Multilingualism: The role of languages in South Africa.
Answer the following 20 multiple-choice questions (Section A) and 20 marks of written

questions (Section B). You should be able to complete this in an hour. (Your exam is 2 hours
and consists of 40 multiple-choice questions and 40 marks for written questions.)
Mark it yourself using the model answers on page 40 to see whether you are sufficiently
prepared for the examination.
Read the following case study and then answer Questions 1 to 10. Some of the questions relate
directly to the case study while others test your knowledge of the relevant concepts in a more
general way:
Sociolinguistic profile of Tanzania

Population: 29 million
Languages spoken: 135-150 different languages
Kisukuma is spoken as a first language by 12.5% of the population
Kiswahili is spoken as a first language by 10% but known by 90% of the population
Kinyambwezi is spoken as a first language by 4.2% of the population
English is known (mostly as L2 or L3) by 20% of the population
Official language: Kiswahili
Language of learning and teaching: Kiswahili at primary school, English at secondary and tertiary
level
Literacy level: 68%
Media: Printed and radio media are available in both English and Kiswahili
35
1. Which language has the most L1 speakers in Tanzania?
[1] Kisukuma
[2] Kiswahili
[3] Kinyambwezi
[4] English
[1] Kisukuma
[2] Kiswahili
[3] Kinyambwezi
[4] English
3. What percentage of Tanzanians receive mother-tongue education at primary school?
[1] 4.2%
[2] 10%
[3] 12.5%
[4] 20%
[5] 90%
4. Which language is a foreign language in Tanzania?
[1] Kisukuma
[2] Kiswahili
[3] Kinyambwezi
[4] English
[5] None of the above
5. Which language would fulfil the function of a national language in Tanzania?
[1] Kisukuma
[2] Kiswahili
[3] Kinyambwezi
[4] English
6. Monolingual Kiswahili speakers cannot understand monolingual Kisukuma speakers.

These can be considered
[1] varieties of the same language

[2] two different ethnolects
[3] dialects of the same language
[4] mutually intelligible varieties
[5] two different languages.
7. Which of the following offers the best definition of the sociolinguistic term dialect?
[1] Dialects are mutually intelligible forms of different languages.

[2] A dialect is a substandard, low status, often rustic form of language.
[3] Dialects are language varieties associated with particular geographical areas.
[4] The term ‘dialect’ refers to languages that have no written form.
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LIN1502/101/3/2023
8. The term used for the linguistic situation in a country like Tanzania where most
individuals are bilingual is
[1] territorial monolingualism

[2] territorial multilingualism
[3] total bilingualism
[4] unstable bilingualism
[5] diglossia.
9. Tanzania’s educational policy involves a switch to English as a medium of instruction

from secondary school onwards. This is known as
[1] an immersion programme

[2] a submersion programme
[3] a dual language programme
[4] a transitional programme.
10. One disadvantage of choosing English as a language of learning and teaching at higher
levels would be that
[1] English is an international language

[2] most sectors of the population have a positive attitude to English
[3] it would benefit L1 English speakers at the expense of other language groups
[4] English textbooks are readily available
11. To express the statement ‘Tell me what’s going on here’, middle class Coloureds use ‘Sê
my wat gebeur hier’, while working class Coloureds use ‘Vertel my wat gat aan hiesa’ or
‘Gee my wat gat só’. These are different
[1] idiolects
[2] dialects
[3] sociolects
[4] ethnolects
[5] languages.
12. A language variety associated with a particular race group is known as
[1] an idiolect
[2] a dialect
[3] a sociolect
[4] an ethnolect.
13. The Indian language Tamil is now spoken mainly by the oldest generation of Indians in
South Africa, with the younger generations usually monolingual in English. This is an
example of
[1] partial language shift

[2] total language shift
[3] sudden language death
[4] gradual language death.
37
14. Which of the following contributes to language shift?
[1] attitudes towards the language

[2] increased contact between languages
[3] persecution of speakers of the language
[4] migration of speakers to urban areas
[5] All of the above.
15. What is a rememberer

[1] Someone with a speech disability.
[2] Someone who knows a language imperfectly.
[3] Someone who was once fluent in a dying language but has lost proficiency due to lack of
practice.
[4] Someone who is learning a new language.
Read the following utterances and then answer Questions 16 to 18:
A Sherbert! I’ve forgotten to switch off the heater.

B It’s not quite what I had in mind.
C That car is absolutely gorgeous!
D Close the door when you leave.
E Which colour do you prefer: turquoise or avocado?
16. The sentence containing a euphemism is sentence
[1] A
[2] B
[3] C
[4] D
[5] E
17. The sentence that is not typical of women’s speech is sentence
[1] A
[2] B
[3] C
[4] D
[5] E
[1] Women generally provide more feedback than men during conversation.
[2] Men generally ask more questions than women in conversation.
[3] Women often interrupt each other to build a shared conversation with overlapping turns.
38
LIN1502/101/3/2023
[1] Delayed language acquisition may have negative effects on the linguistic and social
development of children.
[2] Lip-reading spoken language is the most beneficial language policy at schools for deaf
children.
[3] Early exposure to sign language is beneficial to deaf children.
20. On which spoken language is South African Sign Language (SASL) based?
[1] English
[2] Afrikaans
[3] Zulu
[4] A combination of English, Afrikaans and Zulu
[TOTAL: 20]
Section B
Question 1
Read the following case study and then answer the questions that follow. Some of the questions
relate directly to the case study while others test your knowledge of the relevant concepts in a
more general way:
In Paraguay in South America, there are two major languages: Spanish and Guarani. According to
research undertaken by Rubin (1968 National Bilingualism in Paraguay), in the towns 4% of speakers are
monolingual (in either Spanish or Guarani) while 96% are bilingual. In rural areas 34% are monolingual in
Guarani while 66% are bilingual.
55% of the citizens speak Guarani as their L1. The school system provides the first exposure to Spanish
for many of these children. Classes are entirely in Spanish from Grade 1. Children are expected to learn
to read, write and do arithmetic in Spanish without lessons in that language. For a considerable time the
exercises consist completely of rote learning - where children repeat the teacher’s utterances or
memorise Spanish poems and stories with little understanding. If a person remains in the rural area he
rarely feels any urgency about learning to speak Spanish (the official language). Motivation to learn to
speak Spanish is greater in the towns where Spanish is often necessary for routine communication with
some citizens and is also learned by some to attain greater social status.
35% learnt both languages simultaneously as children, and 10% of town dwellers learnt Spanish as L1.
For Spanish L1 speakers, Guarani is always learned informally as it is not taught at all at primary school
level. Most Spanish speakers’ exposure to Guarani came through contacts with servants, through playing
with other children or through time spent in rural areas where Guarani dominates. Communication is
always the motivation for learning Guarani. It is never learnt to achieve greater social status.
When bilinguals were asked which language they would use in a variety of circumstances (e.g. with their
spouse, sweetheart, children, boss, doctor, priest etc.), it emerged that Guarani was the language of
intimacy and solidarity. Spanish was used with strangers and in more formal situations, such as doctor-
patient or student-teacher.
39
(a) Would you define the Paraguayan situation as one of territorial monolingualism, territorial
multilingualism or diglossia? Justify your answer.
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
(3)
(b) What kind of education (mother-tongue, immersion programme, submersion programme,

dual-language programme, transitional programme) is experienced by
(i) the Spanish L1 children in Paraguay? Explain your answer.
....................................................................................................................................................
....................................................................................................................................................
(ii) the Guarani L1 children in Paraguay? Explain your answer.
....................................................................................................................................................
....................................................................................................................................................
(4)
(c) (i) The motivation to learn Spanish as L2 in Paraguay is generally (a) instrumental OR
(b) integrative because
....................................................................................................................................................
....................................................................................................................................................
(ii) The motivation to learn Guarani as L2 in Paraguay is generally (a) instrumental OR

(b) integrative because
....................................................................................................................................................
....................................................................................................................................................
(4)
(d) Is Guarani normally learnt as an L2 spontaneously or through guided learning?
....................................................................................................................................................
(1)
(12)
40
LIN1502/101/3/2023
Question 2
In this question you are asked to define codeswitching and then discuss the issue of
codeswitching from two different perspectives. Firstly give your personal view of codeswitching
and the reasons why you feel the way you do. Then give a more objective linguist’s perspective
on codeswitching.
Codeswitching is
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
(3)
My personal opinion about codeswitching is
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
........................................................................................................................................................ (2)
As a linguist in training, my view of codeswitching is
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
(3)
(8)
TOTAL [40]
41
Answers to self-assessment Assignment 4
[1]< Kisukuma
[2] Kiswahili
[3] Kinyambwezi
[4] English
We are told that 12.5% of Tanzanians speak Kisukuma as L1.
[1] Kisukuma
[2]< Kiswahili
[3] Kinyambwezi
[4] English
The answer is [2] because 90% of Tanzanians know Kiswahili. Even though only 10% of the
population speak Kiswahili as L1, 90% speak it as an additional language.
3. What percentage of Tanzanians receive mother-tongue education at primary school?
[1] 4.2%
[2]< 10%
[3] 12.5%
[4] 20%
[5] 90%
The answer is [2]. We are told in the data that the language of learning and teaching at primary
school is Kiswahili and that 10% of the population speak Kiswahili as a mother tongue.
Therefore 10% of Tanzanians receive mother-tongue education at primary school.
4. Which language is a foreign language in Tanzania?
[1] Kisukuma
[2] Kiswahili
[3] Kinyambwezi
[4] English
[5]< None of the above
The answer is [5] because, according to the information you have been given, all these
languages are spoken in Tanzania. A foreign language is a language that is not used in that
community. All the indigenous Tanzanian languages and Kiswahili and English are used, so
these do not qualify as foreign languages. French or Afrikaans would be examples of foreign
languages in the Tanzanian context.
42
LIN1502/101/3/2023
5. Which language would fulfil the function of a national language in Tanzania?
[1] Kisukuma
[2]< Kiswahili
[3] Kinyambwezi
[4] English
The answer is [2] as 90% of the population speak Kiswahili so this is the language that comes
closest to uniting Tanzanians as a nation. The other languages all have small speaker numbers
and would not function to unite the country.
6. Monolingual Kiswahili speakers cannot understand monolingual Kisukuma speakers.

These can be considered
[1] varieties of the same language

[2] two different ethnolects
[3] dialects of the same language
[4] mutually intelligible varieties
[5]< two different languages.
The answer is [5]. If speakers of Kiswahili and Kisukuma do not understand each other, then
these languages are mutually unintelligible. They must therefore be different languages, rather
than varieties of the same language. Ethnolects, dialects and mutually intelligible varieties are
all language varieties rather than languages in their own right, so the answer can only be [5].
7. Which of the following offers the best definition of the sociolinguistic term dialect?
[1] Dialects are mutually intelligible forms of different languages.
[2] A dialect is a substandard, low status, often rustic form of language.
[3]< Dialects are language varieties associated with particular geographical areas.
[4] The term ‘dialect’ refers to languages that have no written form.
Option [3] is correct because dialects are varieties of a language that originate in particular
geographical areas. Option [1] is wrong because dialects are mutually intelligible forms of the
same language, which means that speakers of different dialects can still understand each other.
Linguists are objective about language and so they don’t use value-judgement words like
‘substandard’ and ‘rustic’ in option [2]. Option [4] is wrong because dialects can be written
down, e.g. standard South African English is a dialect with a written form.
8. The term used for the linguistic situation in a country like Tanzania where most
individuals are bilingual is
[1] territorial monolingualism
[2]< territorial multilingualism
[3] total bilingualism
[4] unstable bilingualism
[5] diglossia.
43
The answer is [2], territorial multilingualism, as most Tanzanians speak their mother tongue, as
well as English and/or Kiswahili. Individuals tend to be multilingual. This differs from territorial
monolingualism, where individuals tend to be monolingual although the country has different
languages spoken in different regions. Diglossia implies that the society uses two different
languages, one for informal and one for formal interaction. Since there are many languages
used, the situation is unlikely to be one of diglossia.
9. Tanzania’s educational policy involves a switch to English as a medium of instruction

from secondary school onwards. This is known as
[1] an immersion programme
[2] a submersion programme
[3] a dual language programme
[4]< a transitional programme.
Transitional programmes involve a switch from mother-tongue education to another language of

instruction at some point, usually in primary school.
10. One disadvantage of choosing English as a language of learning and teaching at higher
levels would be that
[1] English is an international language
[2] most sectors of the population have a positive attitude to English
[3]< it would benefit L1 English speakers at the expense of other language groups
[4] English textbooks are readily available
The answer is [3] because we are asked to identify a disadvantage of choosing English as the
medium of instruction, so it must be a negative consequence. Options [1], [2] and [4] are
positive consequences of choosing English. Option [3] reminds us that any language policy that
chooses one language of instruction favours the speakers of that particular language and
disadvantages others. This can sometimes lead to social tensions.
11. To express the statement ‘Tell me what’s going on here’, middle class Coloureds use ‘Sê
my wat gebeur hier’, while working class Coloureds use ‘Vertel my wat gat aan hiesa’ or
‘Gee my wat gat só.’ These are different
[1] idiolects
[2] dialects
[3]< sociolects
[4] ethnolects
[5] languages.
The answer is [3] because these are sociolects of Afrikaans. We know this because we know
that the varieties are spoken by two different social groups, namely middle class and working
class Coloured speakers. An idiolect is a language variety that is unique to an individual, not a
group. A dialect is a variety that is geographically-based, but in this case both varieties are
presumably spoken in the same region. An ethnolect is a variety that is racially-based, but in
this case both varieties are spoken by Coloured speakers. And both examples are Afrikaans, so
it it not a difference in language, just in language variety (in this case, sociolect).
44
LIN1502/101/3/2023
12. A language variety associated with a particular race group is known as
[1] an idiolect
[2] a dialect
[3] a sociolect
[4]< an ethnolect.
13. The Indian language Tamil is now spoken mainly by the oldest generation of Indians in
South Africa, with the younger generations usually monolingual in English. This is an
example of
[1]< partial language shift

[2] total language shift
[3] sudden language death
[4] gradual language death.
The answer is [1] because the Indian community is shifting from Tamil to English over time.
Tamil has not died, because it continues to be spoken in India and by older generations of
Indians in South Africa, so [3] and [4] cannot be correct answers. Tamil continues to be spoken
in some situations, even if it is only among the older generation, so this is a partial shift at this
stage. When the entire speech community speaks only English, a total shift will have taken
place.
14. Which of the following contributes to language shift?
[1] attitudes towards the language

[2] increased contact between languages
[3] persecution of speakers of the language
[4] migration of speakers to urban areas
[5]< All of the above.
A community of speakers can shift from their original L1 to a more useful L2 for any of the
above reasons.
15. What is a rememberer?

[1] Someone with a speech disability.
[2] Someone who knows a language imperfectly.
[3]< Someone who was once fluent in a dying language but has lost proficiency due to
lack of practice.
[4] Someone who is learning a new language.
16. The sentence containing a euphemism is sentence
[1]< A Sherbert! I’ve forgotten to switch off the oven.

[2] B It’s not quite what I had in mind.
[3] C That car is absolutely gorgeous!
[4] D Close the door when you leave.
[5] E Which colour do you prefer: turquoise or avocado green?
‘Sherbert’ is a euphemism for a stronger swearword.
45
17. The sentence that is not typical of women’s speech is sentence
[1] A
[2] B
[3] C
[4]< D
[5] E
D is a command which is not softened in any way with politeness markers or euphemisms,
hence more typical of ‘male’ conversational style.
[1] Women generally provide more feedback than men during conversation.
[2]< Men generally ask more questions than women in conversation.
[3] Women often interrupt each other to build a shared conversation with overlapping turns.
Women tend to ask more questions, often as a way of providing feedback to the speaker that
they are listening and interested.
[1] Delayed language acquisition may have negative effects on the linguistic and social
development of children.
[2]< Lip-reading spoken language is the most beneficial language policy at schools for
deaf children.
[3] Early exposure to sign language is beneficial to deaf children.
Early exposure to a natural language is beneficial to all children, and that includes natural sign
languages. While lip-reading allows Deaf children to interact with hearing people, only a sign
language allows them to develop full fluency and communicative competence.
20. On which spoken language is SASL based?
[1] English
[2] Afrikaans
[3] Zulu
[4] A combination of English, Afrikaans and Zulu
[5]< None of the above
SASL is a natural sign language, not based on any spoken language. Sign languages that are
signed versions of spoken languages are known as Manual sign codes.
Section B
Question 1
(a) The Paraguayan situation can be classified as territorial multilingualism  as most people
(96% of city dwellers and 66% of rural people) are bilingual in Spanish and Guarani. 
OR
46
LIN1502/101/3/2023
The Paraguayan situation can be classified as diglossia because two different languages
are used in the society, each with a different function, with Spanish as the language of
education and formal transactions (High language) and Guarani as the language of
everyday communication and solidarity (Low language). 
(3)
(b) (i) The Spanish L1 children in Paraguay have mother-tongue education as all classes
are in Spanish (L1) from Grade 1 .
(ii) The schooling of the Guarani L1 children in Paraguay is a submersion programme 
as all classes are in Spanish (L2) and no Guarani is offered at school. 
(4)
(c) (i) The motivation to learn Spanish as L2 in Paraguay is generally instrumental 

because it is the official language and offers benefits such as education, higher social
status and jobs in cities. 
(ii) The motivation to learn Guarani as L2 in Paraguay is generally integrative  because
the motivation is communication with other groups 
(4)
(d) Guarani is normally learnt as an L2 spontaneously  through interacting with others.

(1)
(12)
Question 2
Codeswitching is the use of two or more linguistic varieties in the same conversation.
(3)
My personal opinion about codeswitching is (any answer  and explanation).
(2)
As a linguist in training, my view of codeswitching is a descriptive rather than a prescriptive one
which views codeswitching as a normal and natural phenomenon  that occurs wherever
balanced bilingualism is common.  People with approximately equal competence in two
languages like to express their bilingual identity in this way, switching frequently from language
to language, using whichever seems more appropriate to the topic and the situation. 
(3)
(8)
[TOTAL 40]
9.7 The examination
Examination information and details on the format of the examination will be made available to
you online via the myUnisa site. Look out for information that will be shared with you by your
lecturer and e-tutors (where relevant) and for communication from the university.
9.7.1 Invigilation/proctoring
Since 2020 Unisa conducts all its assessments online. Given stringent requirements from
professional bodies and increased solicitations of Unisa’s students by third parties to unlawfully
assist them with the completion of assignments and examinations, the University is obliged to
47
assure its assessment integrity through the utilisation of various proctoring tools: Turnitin,
Moodle Proctoring, the Invigilator App and IRIS. These tools will authenticate the student’s
identity and flag suspicious behaviour to assure credibility of students’ responses during
assessments. The description below is for your benefit as you may encounter any or all of these
in your registered modules:
Turnitin is a plagiarism software that facilitates checks for originality in students’ submissions
against internal and external sources. Turnitin assists in identifying academic fraud and ghost
writing. Students are expected to submit typed responses for utilisation of the Turnitin software.
The Moodle Proctoring tool is a facial recognition software that authenticates students’
identity during their Quiz assessments. This tool requires access to a student’s mobile or
laptop camera. Students must ensure their camera is activated in their browser settings prior to
their assessments.
The Invigilator “mobile application-based service does verification” of the identity of an

assessment participant. The Invigilator Mobile Application detects student dishonesty-by-proxy
and ensures that the assessment participant is the registered student. This invigilation tool
requires students to download the app from their Play Store (Google, Huawei and Apple) on
their mobile devices (camera enabled) prior to their assessment.
IRIS Invigilation software verifies the identity of a student during assessment and provides for
both manual and automated facial verification. It has the ability to record and review a student’s
assessment session. It flags suspicious behaviour by the students for review by an academic
administrator. IRIS software requires installation on students’ laptop devices that are enabled
with a webcam.
Students who are identified and flagged for suspicious dishonest behaviour arising from the
invigilation and proctoring reports are referred to the disciplinary office for formal proceeding.
Please note:
Students must refer to their module assessment information on their myModule sites to
determine which proctoring or invigilation tool will be utilised for their formative and summative
assessments.
10 ACADEMIC DISHONESTY
10.1 Plagiarism
Plagiarism is the act of taking the words, ideas and thoughts of others and presenting them as
your own. It is a form of theft. Plagiarism includes the following forms of academic dishonesty:
 Copying and pasting from any source without acknowledging the source.
 Not including references or deliberately inserting incorrect bibliographic information.
 Paraphrasing without acknowledging the original source of the information.
10.2 Cheating
Cheating includes, but is not limited to, the following:
48
LIN1502/101/3/2023
 Completing assessments on behalf of another student, copying the work of another

student during an assessment, or allowing another student to copy your work.
 Using social media (e.g. WhatsApp, Telegram) or other platforms to disseminate
assessment information.
 Submitting corrupt or irrelevant files, this forms part of examination guidelines
 Buying completed answers from so-called “tutors” or internet sites (contract cheating).
10.3 For more information about plagiarism, follow the link below:
https://www.unisa.ac.za/sites/myunisa/default/Study-@-Unisa/Student-values-and-rules
11 STUDENTS LIVING WITH DISABILITIES

The Advocacy and Resource Centre for Students with Disabilities (ARCSWiD) provides an
opportunity for staff to interact with first-time and returning students with disabilities.
If you are a student with a disability and would like additional support or need additional time for
assessments, you are invited to contact Ms HA van Zweel at vzweeha@unisa.ac to discuss the
assistance that you need.
12 FREQUENTLY ASKED QUESTIONS

The Studies @ Unisa brochure contains an A-Z guide of the most relevant study information.
49
13 QUESTIONNAIRE
In this questionnaire we ask you to reflect on your experience of the LIN1502 (Multilingualism: the role of languages
in South Africa). You will receive 1 bonus mark for Assignment 03 if you complete the Questionnaire on your
experience of this course and submit it as part of the assignment.
QUESTIONS regarding only YES/NO

COMMMENTS
LIN1502 (not applicable)
1. Which aspects of this

module did you like best?
2. Which aspects of this

module did you like least?
3. How do you think this

module could be improved?
4. Did you find the format of the

study guide to be useful in your
studies? Please elaborate.
5. Resources (such as
prescribed books, etc.) for this
course: were they easily
available/accessible?
6. Were your lecturers

available when you needed to
contact them say, for instance,
when you required assistance of
any nature whatsoever
(academic and otherwise)?
Please elaborate.
7. Did you find the feedback of

lecturers on your assignments
sufficiently comprehensive and
helpful? Please elaborate.
8. Were your marked

assignments returned to you in
good time? If not, please
elaborate.
9. Did/do you find assessment,

in general, and the marking of
assignments and exam papers, in
particular, to be fair and honest?
If not, please explain why you say
so.
10. Do you plan to further your

studies in Linguistics, possibly as
a post-graduate student? Please
indicate your future plans.
11. Do you have any other

comments?
50
LIN1502/101/3/2023
©
Unisa 2022
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LIN1502/101/3/2023

Tutorial Letter 101/3/2023

Multilingualism: the role of languages

Department of Linguistics and Modern

This tutorial letter contains important information about your module.

9.7 The examination..............................................................................................................................

Good luck with your studies!

Hildegard van Zweel

1.1 Tutorial matter

The study material for this semester’s course consists of:

2 PURPOSE AND OUTCOMES

4 LECTURER(S) AND CONTACT DETAILS

You may contact your lecturers by post, e-mail, telephone or on myUnisa.

Telephone number: +27124296316

Postal address: Department of Linguistics

Physical address Theo van Wijk building 9-86

The Study @ Unisa brochure is available on myUnisa: www.unisa.ac.za/brochures/studies

Description of enquiry Short SMS code

Applications and registrations 43578

Study material 43579

Student accounts 31954

myUnisa / myLife 43582

UNISA'S CONTACT EMAIL ADDRESSES

First enquiries (prospective students).....................................................................................................study-info@unisa.ac.za

Please include the student number in all correspondence

5.2 Recommended book(s)

Fromkin, 2013. An introduction 10th ed., Independence, 9781285079806

Reich, c1986. Language Englewood Cliffs, 0135230691

Recommended books can be requested online, via the library catalogue.

5.3 Electronic reserves (e-reserves)

There are no electronic reserves for this course.

5.4 Library services and resources information

The Unisa library offers a range of information services and resources:

 For brief information, go to https://www.unisa.ac.za/library/libatglance

The library has created numerous library guides, available at http://libguides.unisa.ac.za

 Request and find library material/download recommended material:

Important contact information:

6 STUDENT SUPPORT SERVICES

 Toll-free landline: 0800 00 1870 (Select option 07 for myModules)

6.1 The Unisa First-Year Experience Programme

January/February March April May/June

Due date Ass Lecturer Assignment type Percentage of final mark

To be 01 Ms HA van Zweel Compulsory multiple- Assignment 01 gives you exam

To be 02 Ms HA van Zweel Compulsory multiple- Assignment 02 counts 5% of your

To be 03 Ms HA van Zweel Compulsory written Assignment 03 counts 15% of

May 04 Ms HA van Zweel Optional self- Assignment 04 provides you with

June/July August September October/November

Due date Assignment Lecturer Assignment Percentage of final mark

To be 01 Ms HA van Zweel Compulsory Assignment 01 gives you

To be 02 Ms HA van Zweel Compulsory Assignment 02 counts 5% of

To be 03 Ms HA van Zweel Compulsory Assignment 03 counts 15%

October 04 Ms HA van Zweel Optional self- Assignment 04 provides you

 To complete this module, you will be required to submit 3 assignments.

9.3 Assessment due dates

 There are no assignment due dates included in this tutorial letter.

9.4 Submission of assessments

 Unisa, as a comprehensive open distance e-learning institution (CODeL), is moving

 The university undertakes to communicate clearly and as frequently as is necessary to

9.5 The assessments

Unique Assignment Number: 170342

Closing date: 6 MARCH 2023

Lecturer: Ms HA van Zweel (012) 429-6734

Unique Assignment Number: To be announced