Name: Maria C Ndlovu

Student number:46994807

Module code TMN3702 EXAM 2023

DECLARATION Your exam script will not be marked if this is not completed. I, Maria C Ndlovu (Name &
Surname) Student number: 46994807. Module code: TMN3702

. Hereby declare the following: I understand UNISA’s policy on plagiarism. This examination is my
original work, produced by myself. I have duly acknowledged all the other people’s work (both electronic
and print), through the proper reference techniques, as stipulated in this module. I have not made use of
ChatGPT or any other similar AI programme to generate responses to the questions I have not copied
work of other and handed it in as my own. I have also not made my work available to any fellow students
to submit as their own.

I have utilised the Invigilator app during my examination.

Signature: MC Date: 14 October 20323

Question 1

1.1 Code switching" (Stockwell 2002:9) is the term used to describe this type of circumstance in which
speakers transfer from one language to another. When you speak isiZulu at home but English at work, for
instance, this can occur. When discussing anything spoken at work with your family, you move from
isiZulu to English. Code-switching is a useful tool that teachers can employ in a variety of ways. Code-
switching can help them establish a connection and communicate more effectively. Additionally, they can
use code-switching to give specialized phrases that are not available in the target language and to clarify
complex grammatical rules.

Role of Code Switching in a Language Classroom

Code switching refers to the practice of alternating between two or more languages or language
varieties within a conversation or discourse. In a language classroom where learners primarily speak
multiple languages but are primarily instructed in one language, code switching can play a significant
role in enhancing comprehension and engagement among learners.

Enhancing Comprehension

Code switching can help learners better understand and process information by providing linguistic
scaffolding. When teachers switch to a language that learners are more comfortable with or have a
stronger grasp of, it can clarify complex concepts and facilitate comprehension. By using code switching
strategically, teachers can simplify explanations, provide examples, or offer translations, making the
content more accessible to learners.

Promoting Engagement

Code switching can also foster engagement among learners by creating a more inclusive and supportive
learning environment. When teachers use learners’ native languages or languages they are more
proficient in, it validates their linguistic and cultural backgrounds. This recognition can boost learners’
confidence, motivation, and sense of belonging, leading to increased participation and active
engagement in the classroom.

Leveraging Code Switching

To leverage code switching effectively, teachers can consider the following strategies:
Contextualized Code Switching: Teachers can use code switching in specific contexts where it is most
beneficial. For example, when introducing new vocabulary or explaining complex grammar rules,
teachers can switch to a language that learners are more familiar with to ensure comprehension.

Explicit Instruction: Teachers can explicitly discuss and explain the purpose and benefits of code
switching to learners. By raising awareness about code switching as a learning tool, learners can better
understand its role and actively engage with it.

Gradual Reduction: As learners become more proficient in the target language, teachers can gradually
reduce the amount of code switching used in the classroom. This gradual reduction encourages learners
to rely more on the target language while still providing support when needed.

Balancing Language Use: Teachers should strike a balance between using the target language and code
switching. While code switching can enhance comprehension and engagement, it is essential to ensure
that learners are exposed to and actively using the target language to develop their language skills.

In conclusion, code switching can play a valuable role in a language classroom with learners who
primarily speak multiple languages. By leveraging code switching strategically, teachers can enhance
comprehension, promote engagement, and create a supportive learning environment for their students.

1.2

Translanguaging is a method of instruction that enables multilingual pupils to freely use their whole
language repertoire in the classroom. Teachers can help these students' language development and
overall learning experience by implementing translanguaging strategies.

It is the one thing that everyone must do in order to successfully develop their languages, methods of
knowing, content, and social-emotional identities, as well as for society to develop into a more just and
equitable society. As opposed to two monolingual children, bilingual children live as bilingual children.
You cannot isolate the two languages. The children won't ever be able to accomplish it for themselves if
we don't teach those two languages alongside one another, according to Garca.

As a result, it's crucial to allocate time and space in your classroom for translanguaging. Here are 5
strategies you may implement right away!

1. Use several languages to label items in the classroom.

It's likely that almost everything in an elementary school classroom will be labeled when you enter. This
helps pupils become accustomed to the written forms of words they already know and frequently use in
speech. Translanguaging can be used to convey the same message. It enables bilingual students to draw
links between their native language and the language they are studying by identifying objects in various
languages.

2 Allow all language-learning kids to shine during this period.

We do not wish to humiliate a youngster for lacking vocabulary in a second language. Their self-
confidence may suffer, and they may become discouraged about studying. Allow everyone the
opportunity to contribute their knowledge instead. For instance, encourage a native English speaker to
pair up with an ELL student throughout your lecture on fruits and vegetables so that the students can
name every fruit and vegetable in both languages. By putting a strong emphasis on both languages, it
encourages all pupils to succeed in school, regardless of their original language and enables all kids to
learn new terminology.

3. Provide your pupils' native languages in your classroom together with age-appropriate books and
other multimedia tools.

Teachers can provide all students with the opportunity to improve their proficiency in their native
language and learn a second language by providing books and digital materials in a variety of languages.
If at all possible, employ bilingual materials to assist students understand the relationship between their
first and second language, such as books and digital content that displays two languages side by side.
Students can watch videos in either a bilingual or a full immersion style, for instance, in the Little
Sponges curriculum. Family engagement can benefit from information in multiple languages. Parents of
ELL students should be encouraged to read aloud in their own language to the class.

4. Permit students who speak the same native language to work together when putting them in groups
for collaborative projects. They can so acquire a thorough comprehension of the assignment.

5. Get familiar with essential words in the languages of your students.

Co-learn with others! To build a translanguaging space, learn from the kids about their language, cultural
practices, and worldviews. School may be the sole setting for some ELL kids to practice their English, but
if no one shows any interest in their home tongue or culture, it may also be a very isolated experience.
All students can achieve their full potential by fostering an environment that encourages the use of their
mother tongue and life experiences, along with the languages and cultures of other pupils.

For example, take the Master of Education, Curriculum and Instruction (M.Ed. C&I) online program from
the University of Louisiana Monroe (ULM). This program combines traditional ESL approaches with a
distinct and intentional focus on the social and cultural aspects of language acquisition.

According to program literature, students in ULM’s M.Ed. C&I – ESL online program explore the
“interrelated nature of language and culture and the development of sociolinguistic competence in first
and second language acquisition.” Additionally, the program supports the emerging ESL methodology
called “translanguaging” in discussion with the multicultural, multifaceted conception of language use
and acquisition.

In an article for the Heinemann Blog, Drs. Carla España and Luz Yadira Herrera define translanguaging as
“when a multilingual person’s full linguistic repertoire is used and honored, instead of trying to keep
narrowly focused on a single language.” Translanguaging is a common, natural practice for many people
in any multilingual environment.

Translanguaging is both a theory and a pedagogical approach. In translanguaging theory, multilingual

people do not possess separate, autonomous language systems in their minds. Rather, as the authors of
A Pedagogy of Translanguaging explain, “the bilingual [or multilingual] mind is seen as a holistic system
that contains diverse linguistic resources, employed as needed for different communicative purposes.”

Given this, translanguaging pedagogies strive to move past strict language separation and narrow, single-
language use in schools. Instead, embracing translanguaging in schools involves intentionally
incorporating and encouraging flexible language use, valuing and leveraging the entirety of each
student’s linguistic repertoire.
Any student can benefit from translanguaging in the classroom, which normalizes multicultural
encounters and promotes cultural competence. However, ESL leaders must underline the crucial role
that translanguaging plays in today's classrooms for English language learners (ELLs). These are the four
ways that translating can help these students:

6. New Content Learning and Language Acquisition

Students are better able to explore and understand new terminology and ideas when they use their
native language to define and comprehend new topics. This can aid students in gaining a deeper
knowledge of new terms' meanings by providing them with more context. Additionally, it makes it easier
for students to apply their prior knowledge to what they are learning about diverse areas.

7. Peer-to-peer collaboration, connections, and education

Translanguaging in the classroom promotes interlanguage communication and peer cooperation.

Multilingual students who are fluent in English can be great resources for their ELL peers who are still
learning the language and aid them in their language study.

A student's sense of belonging and comfort in attempting new language abilities can both be boosted by
the bonds that these exchanges establish. Interacting with peers who have gone through a comparable
language learning curve might assist an ELL normalize their experience and overcome obstacles to
language acquisition and growth.

Notably, this can also be a big assistance to teachers, especially those who don't speak their pupils'
native tongues very well. Every student in the classroom can participate in the teaching and learning
process in a supportive, collaborative environment.

In conclusion, implementing translanguaging in the classroom can significantly enhance the linguistic
growth and overall educational experience of multilingual children. Teachers can support multilingual
kids academically while simultaneously fostering their language and cultural identities by acknowledging
and exploiting the linguistic resources that each student brings, fostering an inclusive environment, and
scaffolding learning through translanguaging.

Question 2

2.1 The protagonist of the story "Bruce and the Spider" is a young kid named Bruce who overcomes
adversity and discovers an important lesson about bravery and endurance from witnessing a spider.
Bruce, who hates spiders and tries to destroy one in his room, is the center of the story's plot. The
spider, though, keeps recreating the web after each attempt he makes to remove it. Bruce starts to lose
heart after becoming frustrated. Bruce, however, understands the value of tenacity after seeing the
spider's drive to respin its web in spite of the difficulties, and he chooses to face his fear by allowing the
spider to do so.

Here is a possible technique for teaching this story to students:

1. Introduction: Begin by introducing the story's primary characters, particularly Bruce, the small boy
who is scared of spiders. Explain that the plot centres around Bruce's encounter with a spider.

2. Setting: Describe Bruce's room and underline that it should be a safe and comfortable location for
Bruce.

3. Outlining the conflict: Say how Bruce becomes terrified after finding the spider's web and constantly
tries to destroy it. Describe his several efforts and the spider's perseverance in re-creating the web.

4. Tell the story of Bruce's development as he approaches giving up due to his rising aggravation and
desire to be rid of the web. Draw attention to the crucial moment when Bruce understands the
significance of the spider's persistence.

5. Climax: Describe the turning point of the story when Bruce makes the decision to let the spider
continue spinning its web, showing courage in facing his fear.

6. Resolution: Describe Bruce's choice's result, emphasizing how it affects him going forward. Insist on
the fact that he has overcome his phobia of spiders and has come to appreciate tenacity.

7. Lesson: Talk about the story's moral or lesson, which emphasizes the value of tenacity, bravery, and
conquering anxieties. Encourage students to reflect on their own anxieties and how they may use the
story's lessons to improve their own lives.

8. Discussion and reflection: Invite students to participate in a group discussion to express their opinions
and feelings about the narrative. Encourage them to think about any links to their own lives or lessons
they might learn from Bruce's story.

9. exercises: Offer a variety of exercises to help learners better understand the plot and its concepts. In
order to illustrate persistence, role-playing exercises, drawing or illuminating a scene from the story, or
writing prompts about overcoming anxieties can all be used.

10. Follow-up: Instruct students to study or look up additional tales or instances that highlight the
significance of tenacity and bravery. Fables, stories, and other literary works are instances of this.

Overall, the teaching strategy for "Bruce and the Spider" should put a strong emphasis on getting
students involved in conversations, reflections, and activities that motivate them to appreciate the value
of tenacity and conquering anxieties. Learners can internalize the lesson and put it to use in meaningful
ways by making the story relevant to their own life.

2.2 Pre-reading, while-reading, and post-reading activities must all be included while teaching reading.
(1) "Before reading" (pre-reading) exercises pique students' curiosity and attention, aid in their ability to
anticipate the text, and their own perspectives, feelings, and experiences in relation to the reading
passage's theme. These exercises could be seen as a text orientation.
(2) "During reading" exercises that guide and assess comprehension are built on a variety of effective
comprehension techniques. In other words, the text's subject matter is fully examined.

(3) "After reading" exercises give students the chance to discuss the text, assess the information, and
apply it to their own lives. Learners are currently considering the text.

Pre-reading activities

First of all, readers should orientate themselves to the text. This involves
• activating prior (background) knowledge
• looking at the source, author and publication date
• looking at the book cover and the type of book it might be
• reading the first and last paragraphs of a section
• making connections to what they already know

Post-reading activities

Students must complete specific tasks and reflect on the content they have read during post-reading
activities. Reading can be incorporated with other activities at this stage. speaking and writing.

After reading, you should allow students to take a minute to reflect and ponder the following questions:

• What is the topic of the text? What is the core issue and the main concept?

• Has the text addressed the queries I had before? What do I know now that I didn't know before?

• Do I have any other queries concerning the text? Do I still have any questions about certain things?

• Do I agree with the author’s view or do I have a different opinion? Do I still have the same view as I had
before I read the text?
• Do I understand the purpose of this particular type of text?
• Do I understand the author’s intention?
• Is the author reliable (i.e. an expert) and serious about the subject?

2.3 I will teach the following words by giving my learners the meaning of each word and explain in their
home language "Siswati", if they seem not to understand the definition I will be giving them during the
lesson.

• Scattered
to separate and drive in many directions; rout; disperse
• Crude
rude and offensive
• Army
a large number of people or things. It could be military people of kingsmen like in this story as
Bruce was a king here.
• Shed
a simple roofed structure used for garden storage, to shelter animals, or as a workshop
• Patter
 the sound that is made by something repeatedly hitting a surface quickly and lightly, it could be
sound from the rain.
• Web
a net used to catch insects, made by a spider from the sticky thread that its body produces
• Frail
weak or unhealthy, or easily damaged, broken, or harmed
• Swing
move or cause to move back and forth or from side to side while suspended or on an axis.
• Fastened
become firmly fixed together, or in position, or closed.
• Scotchmen

These are Scottish people or Scots are an ethnic group and nation native to Scotland.

2.4 To teach direct and indirect speech to Grade 5 learners using the PPP (Presentation, Practice,
Production) approach and a listening text, you can follow these steps:

Presentation: Start by introducing the concept of direct and indirect speech to the students. Explain that
direct speech is when we quote someone's exact words, while indirect speech is when we report what
someone said without using their exact words. Provide examples of both direct and indirect speech.

Listening Text: Choose a listening text that contains examples of direct and indirect speech. It could be a
dialogue or a story. Make sure the text is appropriate for Grade 5 learners and is at their language level.

Pre-listening: Before playing the listening text, engage the students in a pre-listening activity to activate
their prior knowledge and prepare them for the listening task. You can ask questions related to the topic
of the text or have a short discussion.

Listening: Play the listening text for the students. Encourage them to listen carefully and try to identify
instances of direct and indirect speech in the text. You can play the text multiple times if needed.

Post-listening: After the listening task, facilitate a class discussion to review the direct and indirect
speech examples in the text. Ask students to share what they heard and identify the instances of direct
and indirect speech. Clarify any doubts or misconceptions they may have.

Practice: Provide practice activities to reinforce the understanding of direct and indirect speech. These
can include exercises where students convert direct speech into indirect speech or vice versa. Use
examples from the listening text to make the practice more meaningful and relevant.

Production: Finally, give students an opportunity to produce their own sentences using direct and
indirect speech. This can be done through role-plays, interviews, or writing activities. Encourage
creativity and provide feedback on their usage of direct and indirect speech.
By following the PPP approach and incorporating a listening text, you provide students with a meaningful
context to learn and practice direct and indirect speech. The listening text serves as a model for them to
understand how direct and indirect speech are used in real-life situations

Question 3

3.1 Teaching Grade 5 learners to write about a “Memorable family celebration” using the writing process
would involve the following steps:

Pre-Writing:

Start the lesson by discussing what a family celebration is and ask the students to share their
experiences of memorable family celebrations they have attended or heard about. Encourage them to
recall the details, emotions, and significance of these celebrations. Have a class brainstorming session to
gather ideas.

Planning (Outline):

Explain to the students that before writing, it’s essential to organize their thoughts by creating an
outline. Demonstrate how to create an outline by breaking down their ideas into an introduction, body
paragraphs, and a conclusion. Provide them with a sample outline as a reference.

Drafting: Encourage students to use their planning materials to write a rough draft. Remind them to
focus on including vivid descriptions, relevant details, and sensory language to make their writing more
engaging. Encourage creativity and remind them to use appropriate grammar, punctuation, and sentence
structure.

Revising: Have students review their rough draft and make revisions to improve the clarity and
organization of their writing. They can add or delete information, rearrange paragraphs, and refine their
language choice. Peer editing activities or teacher conferences can provide valuable feedback and
suggestions for improvement.

Editing and Proofreading: Guide students through the process of editing and proofreading their work.
Encourage them to check for spelling, grammar, and punctuation errors. Teach them how to use editing
marks or digital tools to make corrections. Remind them to read their work aloud to ensure clarity and
flow.

Publishing: After students have made all necessary corrections, they can create a final clean copy of their
writing. They can type it on a computer, write it on quality paper, or use digital publishing tools. You can
also display their work in the classroom or create a class book to celebrate their accomplishments.
Throughout the process, provide opportunities for peer collaboration, feedback, and reflection.
Emphasize the importance of expressing personal experiences and emotions while maintaining a clear
and coherent structure. By guiding students through each step of the writing process, they will develop
their writing skills and create a compelling piece about their memorable family celebration.

Question 4

4.1

Pre-speaking activities for the “why we should recycle” speech could include brainstorming sessions,
where learners share their recycling methods and discuss possible talking points for their speeches.
Teachers could provide vocabulary lists related to recycling to help learners with their speeches.
Additionally, learners could practice pronunciation and intonation through tongue twisters and
repetition exercises.

Brainstorming: Engage learners in a brainstorming session where they can share their experiences and
what they know about recycling and the importance of recycling. Encourage them to recall specific
details, places where needs to be cleaned activities done, and interesting anecdotes.

Vocabulary building: teachers could provide vocabulary lists related to recycling to help learners with
their speeches. Provide learners with word lists or flashcards to expand their vocabulary and ensure
they have the necessary language to express their experiences effectively

Structuring the speech: Guide learners in understanding the structure of a speech. Discuss the
importance of an introduction, main body, and conclusion. Provide a template or framework to help
learners organize their thoughts and ideas coherently.

Storytelling practice: Engage learners in storytelling activities where they can practice recycling s.
Encourage them to use descriptive language, storytelling techniques, and engaging openings to capture
the listeners’ attention

Peer feedback: Conduct a peer review session where learners can share their ideas and receive feedback
from their peers. Encourage constructive feedback on content, organization, and language use, to help
learners refine their speeches before the presentation.

4.2 post-speaking activities that could be implemented during this lesson include peer evaluations,
where learners listen to each other’s speeches and provide constructive feedback based on criteria
established by the teacher. Teachers could also provide a rubric or checklist to help learners keep track of
their progress and ensure they are meeting the necessary requirements for the assignment.
4.3 Other skills that could be integrated into this lesson include writing and reading skills. Before
preparing their speeches, learners could be required to complete a written reflection on their task . After
delivering their speeches, they could exchange written summaries with their peers, encouraging reading
comprehension and critical thinking skills. Teachers could also incorporate listening exercises into this
lesson, such as listening to audio clips or watching recycling videos to help learners improve their
listening skills and learn about the importance of recycling.

Reading: Assign learners the task of reading recycling related articles, blog posts, or short stories about
the importance of recycling. This will expose them to different writing styles, enhance their reading
comprehension skills, and provide additional ideas for their own speeches.

Writing: Ask learners to write a reflective journal entry about when to start their recycling projects,
focusing on specific moments, emotions, or lessons learned. This will allow them to practice their writing
skills

Listening: Play recordings of speeches or interviews related to the importance of recycling and also
interviewing groups how Their projects becomes successful Encourage learners to listen attentively and
extract relevant information. They can then discuss or summarize what they have heard, improving their
listening comprehension skills

Visual presentation: Have learners create visual aids, such as slideshows or posters, to accompany their
speeches. This will develop their visual communication skills and enable them to effectively support their
oral presentations.

Information gathering: Assign learners the task of conducting research on recycling . This will require
them to gather information from various sources, enhancing their research and information literacy
skills.

4.4 To assess learners’ prepared speeches, teachers could use a rubric or checklist that evaluates their
content, accuracy, fluency, pronunciation, and overall delivery. Peer evaluations could also be used as a
form of assessment. Additionally, teachers could schedule individual conferences with each learner to
provide personalized feedback and assess their progress more closely.

Content: Evaluate the relevance and richness of the content in relation to the topic “why we should
recycle” Assess whether learners effectively communicated their experiences, highlights, and key details.

Organization and structure: Assess the overall organization of the speech, including the introduction,
main body, and conclusion. Consider the coherence, logical flow, and clarity of the structure.

Language use: Evaluate learners’ language proficiency, including vocabulary choice, sentence structure,
grammar accuracy, and fluency. Assess their ability to use descriptive language and appropriate
expressions.

Delivery and presentation: Assess learners’ speaking skills, including pronunciation, intonation, volume,
and pace. Evaluate their body language, eye contact, and overall confidence during the presentation.

Engagement and audience interaction: Assess learners’ ability to engage the audience through
storytelling techniques, maintaining interest, and responding to questions or comments effectively. By
considering these aspects, the assessment of learners’ prepared speeches will provide a comprehensive
evaluation of their content knowledge, language skills, public speaking abilities, and overall
communication effectiveness.