Student number: 27007316

M.C Tsoute Name of assignment: Individual Assignment

Module code: ENAFF 311
Date of submission: 17 April 2023
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Table of content
Table of content……………………………………………………..page 1
Question 1………………………………………………………….page 2-3
Question 2……………………………………………………………..page 4
Question 3……………………………………………………………page 5-6
Question 4……………………………………………………………page 7
References…………………………………………………………….page 8
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Question 1:
Introduction
Diversity is surrounded by acceptance and respect by understanding that
everyone is special and recognizing that everyone is different. It also describes
multicultural education as a learning strategy that takes into account the more
cultural upbringing of the learner and uses that upbringing to create a
classroom environment conducive to learner learning. With respect to
multicultural education, we provide diverse learning opportunities and
resources to learn from each other across cultural differences, understand
each other's ethnic groups and cultural influences, and promote awareness,
tolerance, understanding and respect for different ethnic groups. It also
provides the opportunity to move forward.
1.1 Advantages of diversity in a South African context
Diversity/ multicultural education helps in recognising and accepts the rightful
existence of different cultural groups.
Diversity / multicultural education encourage socialisation and cultural
maintenance.
Diversity / multicultural education inspire mutual interaction and cooperation.
Diversity/ multicultural education grant the equal rights of all cultural groups in
society.
Diversity / multicultural education commend equal educational opportunities.
Diversity/ multicultural education help about understanding each other and
moving beyond simple tolerance to embracing and celebrating the rich aspect
of diversity we have within each individual.
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1.2 Factors that hinder cultural integration in schools

Communication > Children from different cultures learn through foreign
languages because they can speak different languages. Being taught a foreign
language is a problem at first.
Learning preference may be particularly difficult for those who have previously
taught only in multicultural schools.
Social values> When the values of others are not understood or shared,
conflicts arise that can adversely affect teaching and learning
Worldview> Different worldviews can lead to conflicts and misunderstandings.
Teachers often ignore the worldviews of other individuals and groups, taking
common things for granted and assuming that everyone sees reality in the
same way.
Language is also one of the main aspects that affect integration among
learners and hampered classroom integration.
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Question 2: SU 1
2.1 The unique interplay between difference and sameness
I agree
> Teachers are able to not differentiate or rather discriminate learners based
on their race, culture, background, experience, etc. They understand the true
meaning of diversity. Learners are all seen as one, regardless of how they look
or where they come from. At the end, they are treated the same and receive
the same education, time and dedication from teachers.
2.2 Different degrees of integration
I agree
> Having learners who speak different languages or rather communicate
differently makes it hard for them to integrate amongst each other. It disrupts
having to work in groups when needed and classroom integration on its own.
2.3 Change as challenges
I agree
> Change is very challenging. It’s not an easy journey and it is very scary.
Parents and learners struggle mostly with any change that occurs at schools.
Most especially, learners because adapt to a new environment, the people
around it and many more. Parents struggle also because of past incidents that
have happened. They are still sceptical about most schools being diverse.
2.4 Integration as preparation for the future
I agree
> Integration is preparation for the future. It is mostly important to start
teaching our children to about it from an early age. It is important for children
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to know that we are all the same regardless of skin colour, culture or tradition
that is done. They should be taught that racial and cultural stereotype is wrong
and should not be done. Being exposed to a racially integrated environment is
an idea that parents should act upon so that every child is comfortable around
anyone. Schools should also play a vital role in shaping learners to become
aware of diversity and being able to work in a diverse global workforce.

Question 3: SU2
3.1 Interactive real aloud
Interactive reading is a literacy perspective in which the teacher actively
participates in listening and speaking about the text while reading, modelling
reading conventions such as observing correct intonation, pronunciation, and
punctuation. When reading aloud interactively, appropriate facial expressions,
gestures, body language, and pictures help to develop understanding of the
text. (Anderson, Hilbert, Scott and Wilkinson 1995)
Activities for interactive read aloud
 Read the story with the learners and then let them read aloud what we
have just read.
 I will formulate the words and let them read the formulated words
aloud.
3.2 Shared reading
Shared reading is a directions approach in which the instructor express models
the methodologies and aptitudes of capable readers. Shared perusing for the
most part includes an educator and an expansive bunch of children sitting
closely together to read and re-read. It too gives a secure learning
environment for the children to hone the perusing behaviours of capable
readers with the bolster of the instructors and peers.
Activities for shared reading
 I will display the Big Book for the learners to see and make sure all
learners can see the pictures in the book and ask them what they think is
happening, and read them the story and ask them about the story and
also let them re-tell the story.
3.3 Guided reading
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Guided reading is fortifying, common perusing encounter, with little bunch of

leaners who are on the same level of achievement. It permits learners to hone
perusing abilities and techniques, with the instructors back, the learners get
included and work together. Those who got challenged within the classroom
get to be given consideration that they require on a day by day premise. (N.
Phatudi. Introducing English as First Additional language in early years)

Activities for guided reading

 Choose a text that is appropriate for the learners in the group and ask
them to read it.
 During reading time, I will allow the rest of the classroom to continue
reading while I call the other learners to come read to me individually.
3.4 Read at the right level
The objective for this gather is to construct certainty and self-expression, make
interpreting content less frightening, and give a firm establishment for
perceiving letters and phonemes (little, partitioned sounds that make up a
word). Within the to begin with few levels, children hone perusing words and
simple sections, at the side learning the efficient prepare of interpreting letters
and phonemes to “sound out” words. There are diverse levels that the learners
encounter such as a disappointment level where the learners get disappointed
since they are battling in class. And we have those who can get a handle on
things rapidly and understanding this better and faster.
Activities for reading at the right level
 Have learners take a book home every day so that they get to enhance
their reading levels at their own comfortable pace.
3.5 Independent reading
Independent reading is the reading of learners that they do alone. They to
begin with start to memorize how to perused and grasp the essentials and
after that start to know how to perused on their claim. Autonomous perusing
may begin with picture perusing and create into content perusing afterward
on. (N. Phatudi. Introducing English as First Additional language in early years)
Activities for independent reading
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 I will teach the learners the sight words for a week and let them grasp
the words and finally let copy the words into their books and go practise
them at home.

Question 4: Conclusion
As an educator, I would make sure that I don’t notice colour as a factor in my
classroom and make sure that I treat every leaner equally and also give each
learner equal attention. Urge the parents to raise their children in a
multicultural community and also teach them about the importance of
diversity from their own perspective. I would sometimes also host some
meetings with the parents and also educate them about diversity and let them
know how much cultural stereotype affects a person.
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References
 E.M. Lemmer. ( Meier. J.N. Van Wyk) Multicultural Education
 Teachers Approaches to diversity in a racially integrated school
environment ( Slabbert & Naude 2022)
 A balanced approach to literacy development in the early ages ( NEPS,
2016)
 Pratt, J, Gerald.B , Jagals, D (2021). Societal issues in the curriculum: Van
Schaik publishers. Hatflield, Pretoria
 Google : Journals.co.za/doi/abs/10.10520/ESC-C1-F391C2C
: ejmste.com/article/context-of-stem-integration-in-schools-
views-from-in-service-science-teachers-4780