Question 1

1.1 Fill in the missing words:

(A) Mother-tongue
(B) Literacy
(C) Cultures
(D) Global
(E) Deciding
(F) CALP
(G) Migration
(H) Communities
(I) Status
(J) Indigenous

1.2 Explanation: When indigenous languages are not taught in schools, several implications may
arise. Firstly, there is a risk of cultural erosion as indigenous languages often carry unique cultural
knowledge and expressions. Additionally, the absence of indigenous language education may
contribute to a sense of marginalization among indigenous communities, impacting their identity
and social cohesion. Promoting indigenous languages and culture within the classroom
environment is crucial. Firstly, incorporating indigenous languages into the curriculum can foster a
sense of pride and identity among students. Secondly, cultural events and activities within the
school can provide a platform for the celebration and preservation of indigenous traditions,
creating a more inclusive educational experience.

1.3 Explanation: The statement suggests that Basic Interpersonal Communication Skills (BICS) lay
the foundation for Cognitive Academic Language Proficiency (CALP). In other words, a learner's
ability to interact socially and communicate effectively in day-to-day situations (BICS) is a
prerequisite for achieving higher levels of academic language proficiency required for cognitive
tasks (CALP). For academic success, students need to navigate both social and academic
language demands. Strong BICS enable students to understand and communicate in social
contexts, facilitating their integration into the academic environment. Thus, the development of
BICS is fundamental to a student's academic success by providing the linguistic skills necessary
for effective participation in educational activities.
Question 2

2.1 Explanation of the Language in Education Policy:

The Language in Education Policy (LiEP policy) in South Africa plays a crucial role in guiding
language instruction in schools. In Andile's case, where isiXhosa is his mother tongue but the
school uses Sepedi as the Language of Learning and Teaching (LoLT), it's important to consider
the following points when explaining the policy to Andile's parents:

Multilingual Education Approach: Emphasize that the LiEP policy supports a multilingual
education approach, recognizing the importance of preserving and promoting various languages.
In Andile's case, this means that both isiXhosa and Sepedi are valued, contributing to his overall
linguistic development.

Equitable Access to Education: Highlight that the policy aims to provide equitable access to
education for all students, regardless of their home language. While the school uses Sepedi as
the LoLT, it recognizes the linguistic diversity of students and aims to create an inclusive
environment where learners like Andile can develop proficiency in both Sepedi and their home
language.

Language Development and Cognitive Skills: Explain that exposure to multiple languages
enhances cognitive skills and overall academic achievement. Andile's engagement with both
isiXhosa and Sepedi will not only contribute to his language proficiency but also positively impact
his cognitive abilities, fostering a more holistic educational experience.

Reference to the LiEP policy: The Language in Education Policy of South Africa (LiEP)
underscores the importance of multilingualism and equitable access to quality education for all
learners, as outlined in the national curriculum and educational frameworks.
2.2 Explanation of Home Language and LoLT, and Language Learning Strategies:

Difference between Home Language and LoLT: A learner's home language is the language
spoken in their family and community, while the Language of Learning and Teaching (LoLT) is the
language used for instruction in educational settings. In Andile's case, isiXhosa is his home
language, and Sepedi is the LoLT at Thilo Primary.

Language Learning Strategies for Andile:

Bilingual Instruction: Incorporate bilingual teaching methods, where key concepts are explained in
both isiXhosa and Sepedi, allowing Andile to bridge the gap between his home language and the
LoLT.

Language Support Programs: Implement language support programs that provide additional
resources and assistance for learners who may be transitioning between languages. These
programs can include language enrichment activities, peer support, and targeted language
instruction.

Cultural Integration: Integrate cultural elements from both isiXhosa and Sepedi into the
curriculum. This not only aids Andile in language acquisition but also fosters a sense of cultural
inclusivity and identity.
Question 3

3.1 Explanation of Three Linguistic Features:

Phonology: Phonology refers to the study of the sound patterns in a language. It involves the
analysis of speech sounds, their production, and how they are organized and used in language.
In understanding phonology, one must recognize that speech sounds can convey meaning
distinctions. For example, in English, the difference between the words "pat" and "bat" lies in the
phonetic sound /p/ and /b/. Additionally, phonological rules determine the acceptable sound
combinations and sequences within a language, influencing pronunciation. When teaching young
learners phonology, engaging activities such as phonics games, rhyming exercises, and sound
mimicking activities can enhance their phonemic awareness and pronunciation skills.

Semantics: Semantics involves the study of meaning in language. It encompasses the meanings
of words, phrases, and sentences. Understanding semantics requires recognizing the
relationships between words and the concepts they represent. For instance, in the sentence "The
cat is on the mat," semantics helps decipher the meaning of each word and the overall message.
Semantics also involves considering word connotations and nuances. Teaching young learners
semantics can involve vocabulary-building activities, storytelling with emphasis on word
meanings, and discussions about word choices in different contexts.

Sentence Structure: Sentence structure pertains to the arrangement of words and phrases to
create grammatically correct and meaningful sentences. Recognizing different sentence
structures is crucial for understanding how words relate to each other in a sentence. For instance,
in English, the subject-verb-object (SVO) structure is common. Understanding sentence structure
involves knowledge of grammar rules, syntax, and punctuation. When teaching young learners
sentence structure, interactive activities like sentence-building games, story sequencing
exercises, and collaborative writing tasks can help them grasp the rules and patterns of
constructing sentences effectively.
3.2 Evaluation of Language and Ocean Analogy:

The analogy comparing language to the ocean suggests that, like the vast expanse of the ocean
visible from the shoreline, language has depth and complexity. This analogy aligns with the levels
of language structures: phonology, semantics, sentence structure, and pragmatics. The surface
of the ocean corresponds to phonology and semantics, representing the observable sounds and
meanings in language. The depth of the ocean symbolizes the complexity of sentence structure
and the nuanced use of language in different contexts.

Understanding the analogy's implication for a future teacher involves recognizing that delving into
the depth of language means exploring not only surface-level aspects but also the intricate
structures that shape communication. As a Foundation Phase teacher, this knowledge implies the
need for a holistic language teaching approach. Incorporating varied activities that address
phonology, semantics, sentence structure, and pragmatics will be essential. Recognizing the
depth of language ensures that teaching goes beyond surface-level understanding, fostering
comprehensive language development in young learners.

Question 4

4.1. A. No Cigarette Symbol:

Meaning: This symbol signifies a smoke-free area, indicating that smoking is prohibited in the
designated space. It is commonly used to promote a healthy and clean environment by restricting
smoking.
Location: The no cigarette symbol can be found in public places such as airports, train stations,
and public buildings. For instance, it is often displayed near entrances to ensure a smoke-free
zone.
 B. Dust Bin Symbol:

Meaning: The dust bin symbol indicates the location of a waste or rubbish bin where individuals
should dispose of their trash. It is a universal symbol promoting cleanliness and proper waste
disposal.
Location: You can find the dust bin symbol in various public spaces, including parks, streets, and
shopping centres. It is typically placed near areas where people gather to encourage responsible
waste disposal.

C. Hospital Symbol:

Meaning: The hospital symbol is a universally recognized sign indicating the presence of medical
facilities. It is used to guide individuals to hospitals, clinics, or other healthcare institutions.
Location: Hospitals, clinics, and medical centres prominently display the hospital symbol on
directional signs near entrances, making it easily identifiable for those seeking medical assistance.

D. Recycling Symbol:

Meaning: The recycling symbol represents a commitment to environmentally friendly practices. It

indicates that materials bearing this symbol are recyclable and encourages individuals to recycle
rather than discard them in regular waste.
Location: You can find the recycling symbol on various products, especially packaging materials
such as plastic, paper, and glass containers. Recycling bins and facilities also display this symbol
to promote proper waste management.

4.2. Understanding Literacy as a Social Practice: Literacy as a social practice extends beyond the
traditional view of literacy solely as a set of individual skills related to reading and writing. Instead,
it recognizes literacy as a dynamic and socially situated activity embedded in cultural contexts. In
this broader perspective, literacy is not just a set of isolated skills but is intertwined with social
interactions, cultural norms, and the ways individuals engage with texts within their communities. It
acknowledges that reading and writing are not isolated tasks but are embedded in social and
cultural practices, shaping and being shaped by the community in which they occur.
Promoting Literacy as a Social Practice in the Classroom:

Interactive Reading Sessions: Engage students in interactive reading sessions where they read
aloud, discuss, and share their interpretations of texts. This promotes literacy as a social practice
by encouraging dialogue and collaborative meaning-making within the classroom community.

Literacy Journals and Reflections: Introduce literacy journals where students can reflect on their
reading experiences, share thoughts, and respond to their peers' reflections. This creates a written
dialogue, fostering a sense of community and shared literacy practices.

Community Reading Projects: Implement community reading projects where students collaborate
to choose, read, and discuss books that reflect diverse perspectives. This encourages students to
see literacy as a social activity that connects them with broader communities and cultures.

Literacy Events and Celebrations: Organize literacy events and celebrations, such as book fairs,
author visits, or storytelling sessions. These activities not only expose students to different literacy
practices but also create a sense of festivity and communal engagement with literacy.

In summary, promoting literacy as a social practice involves acknowledging the social and cultural
dimensions of reading and writing. By incorporating interactive and community-oriented activities
within the classroom, educators can nurture a literacy environment where students actively
engage with texts, collaborate in meaning-making, and recognize the broader social context of
literacy practices.