LEA Study Guide

Literacy English
First Additional Language

STUDY GUIDE
LEA301-DL-S1-21-SG
*LEA301-DL-S1-21-SG*
Contents
Introduction 1
How to use this Study Guide 5
Learning Outcomes and Assessment Standards 9
Your Study Schedule 10
Study Session 1 14
Study Session 2 51
References 117
STUDY GUIDE / LEA301-DL-S1-21-SG / Page (i)

Written by Joyce West
First edition November 2020
 STADIO (PTY) LTD

75 Silverton Road, Musgrave, Durban, 4001
This document contains proprietary information that is protected by copyright. All rights are reserved. No part
of this document may be photocopied, reproduced, electronically stored or transmitted, or translated without
the written permission of STADIO (PTY) LTD.
STUDY GUIDE / LEA301-DL-S1-21-SG / Page (ii)

Introduction
Welcome to the module Literacy English First Additional Language (LEA301)!
The purpose of the module is to equip teachers with the relevant skills to teach English as a
First Additional Language (FAL) to non-English speaking learners in the Foundation Phase.
The point of departure for this module will be to study the CAPS document on learning
English as a First Additional language as well as CAPS related documents, pertaining to the
Programme and Promotion Requirements of the National Curriculum Statement
Grades R to 12. Teachers in the Foundation Phase are to introduce Literacy in the FAL and in
particular to ensure that learners develop comprehension and communication skills to be
efficient in the use of FAL.
The module content includes theoretical perspectives on aspects of language teaching and
relevant teaching strategies such as, speaking, listening, reading and writing skills and
practical methods of assessing these skills taking into account diversity of learner context
and needs.
This module will contribute to the development of a beginner teacher who is competent to
teach their subject and how to select, determine the sequence and pace of content in
accordance with both subject and learner needs, is knowledgeable about the school
curriculum and able to unpack its specialised content regarding FAL, able to design, manage
and interpret assessment, and understands diversity in the South African context in order to
teach in a manner that includes all learners.
This module will assist to develop a teacher who can contribute to the collective teacher
roles as a specialist in the Foundation Phase, FAL subject discipline and practice, well
grounded in the knowledge, skills, values, principles methods and procedures relevant in the
FP, and mediate learning in a manner which is appropriate and helpful.
Prescribed Readings
This module requires you to read the following prescribed texts:
 Hugo, A. and Lenyai, E. 2013 Teaching English as a First Additional Language in the
Foundation Phase. Cape Town: JUTA.
 Republic of South Africa. 1997. Language in Education Policy. [online]. Available at:
https://www.gov.za/documents/language-education-policy-
0?gclid=EAIaIQobChMInoXC5Ju76gIV34BQBh1UqguBEAAYASAAEgJEc_D_BwE.
[Accessed on 20 September 2020].
The above prescribed texts are the primary resources in this module. You'll be told when to
read various sections of them as you work through this study guide.
Study Guide  STADIO Faculty of Education LEA301-DL-S1-21-SG Page 1

You'll also need to read parts of the following document as part of your studies for this
module:
 Department of Basic Education. South Africa. 2011. Curriculum and Assessment Policy
Statement (CAPS). Foundation Phase English First Additional Language Grades R-3.
Pretoria: Government Printing Works:
We often refer to the above document simply as the English First Additional Language
Grades R-3 CAPS document in this study guide.
Supplementary Readings / Supplementary Media

Finally, you'll have to read the document indicated below, which sets out the referencing
techniques that we use, which are based on the Harvard system. You'll need to use these
referencing conventions when writing your assignment.
 Frank, K. and Ralfe, S. 2019. Referencing Techniques: Using the Harvard System.
4th edn. Durban: STADIO (PTY) LTD.
Please note that your prescribed textbook and this study guide will be sent to you in
hardcopy, but you'll have to download the CAPS document and the Referencing Techniques:
Using the Harvard System booklet from ECI, our online student portal.
Recommended Readings
This module requires you to read the following recommended texts:
 English First Additional Language Teacher Guides and Learners' Books from the
STADIO: Faculty of Education library.
 Joubert, I. 2019. Literacy in the Foundation Phase. 3rd edn. Pretoria: Van Schaik.
Terms used in this Module

Please take note of the following terms and their definitions or abbreviations, as you'll
encounter them frequently in this module.
Additive Bilingualism
Additive Bilingualism refers to an approach to language learning that is inclusive and builds
on learners' first language. The additional languages learnt therefore do not replace a
learners' first language.
Page 2 LEA301-DL-S1-21-SG Study Guide  STADIO Faculty of Education

Assessment
Assessment refers to the different methods, techniques and processes that are used to
gather information about learners' progress and achievements. This information is then used
to make informed decisions when teaching.
Automaticity
Automaticity refers to the ability to recognise words instantly without having to sound them
out or systematically decode them.
Behaviourism
Behaviourism refers to theories that deal with human responses to environmental stimuli. In
this study guide, it also refers to the bottom-up / code-emphasis approach to teaching
reading.
Decoding
Decoding refers to a learner's ability to analyse the letter-sound relationship involved in the
forming of words.
High frequency words
High frequency words refer to words that are common and appear often. These words are
easy to read.
Home Language
Home Language refers to a learner's first language also known as their mother tongue or
native language. However, within the South African context, learner's Home Language can
also refer to a CAPS subject that is not always the learner's first language.
Interactive model
Interactive model refers to a balanced approach to teaching reading where the teacher
focuses on phonics as well as meaning. The teacher also considers learners' background
knowledge when planning lessons.
Low frequency words
Low frequency words refer to words that are uncommon and don't appear often. Low
frequency words are therefore more difficult to read and would require decoding.
Phonics
Phonics is the smallest part of a word and is the sound system of a language that is taught
within phonics programmes within the Foundation Phase.

Psycholinguistic theory
Psycholinguistic theory refers to the study of the mental mechanisms that make it possible
for people to use language. In this study guide it refers to the top-down / meaning-emphasis
approach to teaching reading.
Reading fluency
Reading fluency refers to a learner's ability to automatically decode words in a text and read
the text with accuracy and the correct intonation.
Sight words
Sight words refer to words that are recognised automatically (on sight) and don't require
decoding. Sight words are similar to high frequency words.
Syntax
Syntax is the arrangement of words and phrases within sentences and paragraphs.
Total physical response
Total physical response refers to a method used when teaching an additional language. This
method requires learners to listen to instructions and respond physically using their bodies.
Assessment of this Module

Everything you need to know about the formal assessment of this module can be found in
the Literacy English First Additional Language: Assessment Guide (LEA301-DL-S1-21-AG). This
assessment booklet can be found on ECI on the module page.

How to use this Study Guide
We compiled this study guide to help you work through the prescribed study material for
this module in a logical and manageable way. The study guide also gives you extra theory
and explanations where necessary, and offers many opportunities for self-reflection and
self-assessment.
We suggest that you flip through and skim the entire guide to get an overview of the
module's structure and content.
Your Study Schedule

Your study schedule, which comes a little further on in this study guide, is a summary of your
module content, and clearly indicates the following:
 study sessions;
 lessons;
 prescribed readings and media;
 learning outcomes per lesson; and
 suggested lesson timeframes.
Study Sessions and Lessons in this Module

You'll find two study sessions in your study schedule, as shown below.
Study Session 1
The first study session contains the following three lessons:
 Lesson 1: An Introduction to the CAPS Foundation Phase English First Additional

Language Curriculum;
 Lesson 2: An Introduction to Teaching English as a First Additional Language in the
Foundation Phase; and
 Lesson 3: Theories and Methods of Teaching English as a First Additional Language.
Study Session 2
The second study session is the longest, and contains the following four lessons:
 Lesson 4: Teaching Listening in English as a First Additional Language;

 Lesson 5: Teaching Speaking Skills in English as a First Additional Language;
 Lesson 6: Teaching Reading in English as a First Additional Language; and
 Lesson 7: Teaching Writing, Spelling and Language Structures in English as a
First Additional Language.

Learning Outcomes and Assessment Standards for this
Module
We list learning outcomes and assessment standards for the module as a whole, just before
your study schedule. We also list learning outcomes for each study session at the beginning
of that study session. The learning outcomes tell you exactly what you need to be able to do
at the end of the module or study session, while the assessment standards tell you how you
can check that you've achieved the learning outcomes.
Self-assessment during this Module

Since you are studying via distance learning, it's important for you to take charge and
monitor your own progress. To help you do this, we have incorporated various modes of
self-assessment into the module which you can use to gauge your knowledge and
understanding of the material. Specifically, we include the following types of self-assessment
in this study guide:
 self-reflections;
 writing activities;
 online activities;
 research activities;
 practical activities;
 application activities;
 self-assessment tests; and
 competence checklists.
We explain each type of self-assessment below.
Self-reflections
Self-reflections are activities that ask you to think about important topics or questions. They
do not require you to do anything other than think carefully about something.
Self-reflections are your opportunities to work through new concepts, identify areas in your
life or work that need change, and solve problems.
Writing activities
Writing activities require you to write down answers to questions. Space is provided after
each activity to allow you to write your answers in this study guide. Writing activities are
your opportunities to demonstrate your subject knowledge and apply theory in practice.
They are invaluable practices, as they help you to clearly assess your ability to answer similar
questions in an exam or other formal assessment settings.
Depending on the nature of the writing activity, we sometimes provide answers below which
you can use to assess the accuracy of your own answers. We also sometimes provide model
answers to open-ended questions, usually to showcase the manner in which such questions
should be answered. A model answer is therefore not the only legitimate answer to a

question, but rather is an example of the sort of answer that would be acceptable to an
examiner.
Online activities
Online activities usually ask you to go online to read an article or post, or watch a video.
Note that when you are told to engage with online materials, you should consider the
content of those materials to form part of the module content.
Research activities
Research activities usually ask you to go online to learn more about a topic by engaging with
online materials in order to answer questions that have been posed to you and broaden
your understanding of concepts that have previously been touched on in your prescribed
material but not fully explained. You should consider the content that you interact with
during a research activity to form part of the module content.
Practical activities
Practical activities usually ask you to physically do something. These practical activities allow
you to apply your theoretical knowledge to various situations in the real world. We
encourage you to use practical activities as a way to evaluate yourself and find the weak
spots in your understanding of the module content.
Application activities
Application activities are a hybrid of writing and practical activities. They ask you to
physically apply your theoretical knowledge and then assess the outcomes or to carry out an
experiment and then record your findings. We encourage you to use application activities as
a way to evaluate your understanding of the relationship between the theoretical content
you're being taught and the way you'll need to apply it to solve real-world problems.
Self-assessment tests
You'll find self-assessment questions and answers at the end of every study session in this
module. The self-assessment tests are similar to writing activities, only they come at the end
of a study session, and so require you to respond to questions based on all of the content in
that study session, and often in a more integrated fashion. There is no space in the study
guide to write down your answers – you should do this in a notebook of your own. We
encourage you to actually write down your answers, not just think them through, as you
need to practise articulating your thoughts, reasoning (or working out), and understanding
effectively in words.
Once you've written out your answers to all the questions, only then should you compare
your answers with the model answers provided, as this exercise will give you a good
indication of how well you've understood the content of that study session and are able to
apply the theory.

Competence checklists
We have also included a competence checklist at the end of each study session to help you
confirm that you can perform the listed learning outcomes. Each competence checklist has a
list of the learning outcomes for that session, with a little checkbox next to each for you to
tick. Essentially, the learning outcomes are a summary of your goals for working through a
given module, and you want to know that you can confidently tick each box before
undertaking the final exam.
Good Luck with your Studies!

Remember that this is a distance-learning module. Since you don't have a lecturer standing
next to you while you study, and you've no classmates to check yourself against, you need to
apply self-discipline. Nobody will check to see if you've completed any of the self-
assessments in this study guide – as you know, they do not form part of your formal
assessment for this module. That said, we once again encourage you to work through them
all, as they form an important part of this module and your learning experience.
The study skills you'll develop by undertaking a distance-learning module include self-
direction and responsibility. Embrace the challenge, as self-direction and responsibility are
important life skills that will help you to succeed in all areas of your life.

Learning Outcomes and Assessment
Standards
LEARNING OUTCOMES ASSESSMENT STANDARDS
Upon successful completion of this module, We know that you have met the learning
you must be able to do the following: outcomes when you can do the following:
LO 1: Explain the key concepts and skills AS 1: Apply the key concepts and skills in
that underpin the teaching of the teaching of English as a first
English as a first additional additional language according to
language in Grades 1 to 3 CAPS Grades 1 to 3 to plan and
according to the Curriculum and facilitate grade-appropriate learning
Assessment Policy Statement experiences.
(CAPS) English First Additional
Language (Grades 1 to 3). AS 2: Integrate the key principles of the
various first additional language
LO 2: Critically appraise the different theories to design grade-
theories of teaching and learning a appropriate learning experiences.
first additional language for
classroom practice. AS 3: Explain the factors that influence
the acquisition of listening and
LO 3: Design, implement and evaluate suggest strategies to address and
grade-appropriate oral learning assess these factors by providing
experiences for teaching English as relevant examples.
a first additional language.
AS 4: Explain the requirements of
LO 4: Design, implement and evaluate reading, namely shared reading,
grade-appropriate reading and group-guided reading, paired /
writing activities for teaching independent reading and writing
English as a first additional and suggest strategies to address
language that will develop learners' and assess these requirements.
ability to read and write for
meaning. AS 5: Develop appropriate writing
activities that develop learners'
LO 5: Design, implement and evaluate a ability to write for meaning in
language rich classroom English.
environment that is conducive to
teaching English as a first additional AS 6: Create a language rich classroom
language. that is conducive to the teaching of
the different components of
LO 6: Develop appropriate informal teaching English as a first additional
assessment strategies to monitor language.
the development of learners'
progress in learning English as a AS 7: Facilitate appropriate informal
first additional. assessment activities that monitor
the development of learners'
progress in learning English as a
first additional language during
teaching practice.

Your Study Schedule
Page 10
STUDY SESSION 1
LESSON PRESCRIBED READINGS LEARNING OUTCOMES TIMEFRAME
LESSON 1: An Introduction to the  Republic of South Africa. 1997. Language in Education  Demonstrate a basic knowledge and 1 week
CAPS Foundation Phase English Policy. [online]. Available at: understanding of the structure of the CAPS
First Additional Language https://www.gov.za/documents/language-education- Foundation Phase English First Additional
Curriculum policy- Language curriculum.
0?gclid=EAIaIQobChMInoXC5Ju76gIV34BQBh1UqguBE
AAYASAAEgJEc_D_BwE.
 pages 1 to 4.
LEA301-DL-S1-21-SG
 Department of Basic Education. South Africa. 2011.
Curriculum and Assessment Policy Statement (CAPS).
Foundation Phase English First Additional Language
Grades R-3. Pretoria: Government Printing Works:
 pages 1, 6, 8 to 17, and 18 to 89.
LESSON 2: An Introduction to  Hugo, A. and Lenyai, E. 2013 Teaching English as a  Set the scene for FAL teaching and learning and 1 week
Teaching English as a First First Additional Language in the Foundation Phase. to capture the different learning environments in
Additional Language in the Cape Town. JUTA: the country and show how the shapes teaching
Foundation Phase  Chapter 1: Setting the scene for teaching English as and learning and to focus on theories,
a First Additional Language (pages 1 to 26). approaches, methods and techniques of teaching
FAL.
 pages 90 to 95.
Study Guide  STADIO Faculty of Education

STUDY SESSION 1 (continued)
LESSON 3: Theories and Methods  Hugo, A. and Lenyai, E. 2013 Teaching English as a  Demonstrate knowledge and understanding of 2 weeks
of Teaching English as a First First Additional Language in the Foundation Phase. basic principles that underpin the theories and
Additional Language Cape Town. JUTA: methods of teaching English.
 Chapter 2: Theories and methods of teaching  Develop a variety of activities using the required
English as a First Additional Language (pages 27 to methods.
50).  Assess the performance of learners' knowledge
of methods and theories in a variety of ways.

 Page 8.
STUDY SESSION 2
LESSON 4: Teaching Listening in  Hugo, A. and Lenyai, E. 2013. Teaching English as a  Demonstrate knowledge and understanding of 1 week
English as a First Additional First Additional Language in the Foundation Phase. the basic principles that underpin the ability to
Language Cape Town. JUTA: listen.
 Chapter 3: Teaching listening in English as a First  Create listening experiences that are grade-
Additional Language (pages 51 to 70). appropriate and learner-centred.
 Design a variety of suitable activities to
 Department of Basic Education. South Africa. 2011. encourage active participation in listening.
Curriculum and Assessment Policy Statement (CAPS).  Assess the performance of learners' listening
Foundation Phase English First Additional Language skills in a variety of appropriate ways.
LEA301-DL-S1-21-SG
 pages 10 to 12.
Page 11
Page 12
LESSON 5: Teaching Speaking Skills  Hugo, A. and Lenyai, E. 2013. Teaching English as a  Demonstrate knowledge and understanding of 1 week
in English as a First Additional First Additional Language in the Foundation Phase. the basic principles that underpin the ability to
Language Cape Town. JUTA: use the spoken language.
 Chapter 4: Teaching speaking in English as a First  Develop oral learning experiences that are grade-
Additional Language (pages 72 and 98). appropriate and learner-centred, integrated and
anti-biased.
 Department of Basic Education. South Africa. 2011.  Develop a variety of suitable activities to
Curriculum and Assessment Policy Statement (CAPS). encourage active participation in speaking.
Foundation Phase English First Additional Language  Demonstrate knowledge and understanding of
Grades R-3. Pretoria: Government Printing Works: the teacher's role in developing learners' spoken
 pages 10 to 12. language.
 Demonstrate an understanding of the important
LEA301-DL-S1-21-SG
of assessing learners' spoken language.
LESSON 6: Teaching Reading in  Hugo, A. and Lenyai, E. 2013. Teaching English as a  Demonstrate knowledge and understanding of 3 weeks
English as a First Additional First Additional Language in the Foundation Phase. how to facilitate the teaching of reading in
Language Cape Town. JUTA: English as a First Additional Language.
 Chapter 5: Teaching reading in English as a First  Plan and present grade-appropriate reading
Additional Language (pages 99 to 113). activities.
 Chapter 6: Strategies for teaching reading in  Develop appropriate assessment strategies for
English as a First Additional Language (pages 114 learners' development of reading in English.
to 145).

 pages 12 to 17.

LESSON 7: Teaching Writing,  Hugo, A. and Lenyai, E. 2013. Teaching English as a  Demonstrate knowledge and understanding of 3 weeks
Spelling and Language Structures First Additional Language in the Foundation Phase. how to facilitate the teaching of writing in English
in English as a First Additional Cape Town. JUTA: as a First Additional Language.
Language  Chapter 7: Teaching writing, spelling and language  Plan and present grade-appropriate writing
structures in English as a First Additional Language activities.
(pages 148 to 158).  Develop appropriate assessment strategies to
 Chapter 8: Strategies for teaching writing, spelling assess learners' writing skills.
and language structures in English as a First
Additional Language (pages 159 to 185).

 pages 12 to 17.
LEA301-DL-S1-21-SG
Page 13
Study Session 1
Welcome to the first of your two study sessions for this module. Let's start by looking at the
learning outcomes for this particular study session.
Learning Outcomes
After you've completed Study Session 1, you should be able to do the following:
 demonstrate a basic knowledge and understanding of the structure of the CAPS

Foundation Phase English First Additional Language curriculum;
 set the scene for FAL teaching and learning and to capture the different learning
environments in the country and show how the shapes teaching and learning and to
focus on theories, approaches, methods and techniques of teaching FAL;
 demonstrate knowledge and understanding of basic principles that underpin the
theories and methods of teaching English;
 develop a variety of activities using the required methods; and
 assess the performance of learners' knowledge of methods and theories in a variety of
ways.
We now move on to give you an overview of the three lessons in this study session.
Overview of Study Session 1

Your first Study Session consists of 3 lessons.
In lesson 1, An introduction to the CAPS Foundation Phase First Additional Language

Curriculum, we introduce you to the aims and guidelines of the South African curriculum
when teaching English as a First Additional Language (FAL) in the Foundation Phase.
Although you have already worked with various other CAPS documents (Home Language
CAPS in ELI201), in this module we will introduce you to the FAL CAPS document. We will
have a closer look at all four sections of the FAL CAPS document in order for you to gain a
better understanding of the FAL teaching and learning principles, requirements and
objectives within the Foundation Phase.
In lesson 2, An Introduction to Teaching English as a First Additional Language in the

Foundation Phase, we introduce you to the basic components and purpose of learning an
additional language. You will also gain an overview of general additional language learning
principles, methods and approaches. Finally, you will learn about the influence and role a
Home Language (HL) has on acquiring an additional language.
In lesson 3, Theories and Methods of Teaching English as a First Additional Language, we

look at the different educational theories that become prominent in the field of additional
language learning since the 1960s. The aim of this lesson is for you to gain insight into the

different perspectives on how additional language learning takes place. Having insight into
the different theories / perspectives on additional language learning will hopefully provide
you with the ability to one day make well-informed decisions in your own classroom when
teaching a FAL.
It's time now to start Lesson 1.

Lesson 1: An Introduction to the CAPS
Foundation Phase English First Additional
Language Curriculum
 Prescribed readings
Your prescribed readings for Lesson 1 are as follows:
 Pages 1 and 6 (Section 1), 8 to 17 (Section 2), 18 to 89 (Section 3) and 90 to 92

(Section 4) as well as 93 to 95 (Glossary) of the English First Additional Language
Grades R-3 CAPS document.
 Read the Language-in-education Policy (LiEP).
Note that you'll be told when to read each of the above texts in the lesson.
Introduction
We start this lesson by discussing the term 'curriculum'. We then discuss information that
can be found in the English as FAL CAPS document. We then discuss the concept Additive
Bilingualism as a very important FAL concept. We then discuss English FAL Language skills.
Finally, we discuss FAL grade and term requirements according to the English FAL CAPS
document.
Curriculum Defined
In this section of the lesson, we discuss what the term 'curriculum' means within the context
of teaching English as a FAL.
Before we can discuss the FAL CAPS document, it is important to understand what the term
'curriculum' refers to. A curriculum such as CAPS can be viewed as a process, programme,
framework and or guideline which learners follow during their teaching and learning
experiences. It can include the learning processes, objectives, aims and even resources and
materials that are used during teaching and learning. A curriculum can therefore be thought
of "in terms of everything a child experiences in a setting" (Meggitt, Bruce and
Manning-Morton 2016:393).
In other words, a curriculum refers to all the activities, actions and interaction that takes
place in a specific environment (for example, the classroom or school).
In previous modules such as ELI201, you were introduced to other CAPS documents.
Therefore, in this lesson, we will only focus on the FAL CAPS. The FAL CAPS document

provides you with a guideline and a sequence of instructional (building) blocks that are
involved when teaching a FAL in a South African classroom.
In this lesson, we will discuss the FAL CAPS requirements by first looking at where specific
information can be found within the FAL CAPS document. Then we will look at the concept
Additive Bilingualism and also gain an overview of related concepts associated with FAL
learning. Thereafter, we will discuss the English FAL skills that are listed in the CAPS. Finally,
we discuss the grade requirements linked to different FAL skills.
Information in the FAL CAPS Document

In this section of the lesson, we discuss the information that can be found in the English FAL
CAPS document. To do this, we discuss each of the four sections of the English FAL CAPS
document.
 Read through page 1 to gain insight into the content and outline of the English FAL
Grades R-3 CAPS document.
After reading page 1 (List of contents), you can see that the FAL CAPS similar to the HL CAPS
is divided into different sections. The FAL CAPS consists of four sections which we will discuss
in this lesson.
Section 1 of the FAL CAPS provides a brief background and overview of the school
curriculum in South Africa from Grades R to 12. Section 1 also lists the general aims of the
South African curriculum and explains its purpose. Lastly, section 1 provides information
about the amount of time that should be allocated to the different subjects in the different
grades and phases.
Section 2 outlines the different FAL skills and provides an overview of the different teaching
methods that you must employ when teaching a FAL. Section 2 also explains the concept
Additive Bilingualism, describes different language learning contexts and provides
information about time allocation per FAL skill in each grade in the Foundation Phase.
Section 2 also includes information about FAL assessment requirements per term. The
section concludes by providing a brief overview of the teaching and learning of each of the
different FAL skills.
Section 3 in the FAL CAPS is by far the longest as it contains all of the learning outcome
requirements, content, concepts and skills that need to be taught per grade. It also contains
information regarding the assessment requirements per term. Section 3 is therefore divided
according to the following sections:
 Grades (1 to 3);
 Terms (1 to 4); and
 Four FAL skills (Listening and speaking; Reading and Phonics; Writing; Language Use).
Section 3 therefore can be viewed as the sequence in which a FAL is taught or the
milestones that need to be achieved in the Foundation Phase. The information provided in

this section is what you will use when planning your FAL lessons and when writing your
lesson plans.
Section 4 provides valuable information and examples of the different types of texts that are
covered in the Foundation Phase. The section also elaborates on the structure of different
types of text and their features.
The CAPS document concludes by providing you with a glossary of the important terms
concerning the teaching and learning of a FAL.
By keeping the overview of the English FAL CAPS document in mind, this lesson will now
discuss three key aspects addressed in the FAL CAPS document:
 the concept Additive Bilingualism;

 the First Additional Language skills; and
 First Additional Language grade requirements.
The Concept Additive Bilingualism

In this section of the lesson, we discuss the concept Additive Bilingualism that can be found
in the English FAL CAPS document. The term Additive Bilingualism is also described in the
Language-in-education Policy (LiEP) that is very important to consider when teaching a FAL.
For you to understand the concept Additive Bilingualism, you need to read the following
documents:
 Page 8 in the English FAL CAPS document.
 Pages 1 to 4 of the LiEP.
In this module, you will be learning about the basic principles as well as teaching methods
and strategies used when teaching English as FAL. The concept Additive Bilingualism plays a
very important role in teaching and learning of a FAL.
The term Additive Bilingualism describes the position of the Department of Basic Education
(DBE) with regards to teaching and learning of a FAL. After reading about Additive
Bilingualism, complete Online Activity 1 that follows.

 Online Activity 1 
Participate in a discussion forum on ECI.
Read page 8 in the FAL CAPS and pages 1 to 3 in the LiEP again, then go to the
discussion forum on the ECI LEA301 page and define the term Additive Bilingualism in
your own words.
Your definition must be at least three sentences long.
After you have defined the term in your own words, reflect and comment on at least two
other students' definitions. When commenting keep the following in mind:
 Do you agree / disagree with their definition? Why?

 How does their definition differ from yours?
 Did they miss something?
 Does anything stand out about their definition?
The LiEP was published in 1997 and the CAPS document in 2011 where ideas about Additive
Bilingualism are discussed. However, the term Additive Bilingualism was already
conceptualised in 1974/5 by Wallace Lambert.
Wallace Lambert introduced two opposing terms when referring to the additional language
learning. The first term was Additive Bilingualism which is associated with positive language
learning consequences. The second term Subjective Bilingualism on the other hand, is
associated with negative consequences (Swain and Lapkin 2014:203).
After defining and reflecting on the term Additive Bilingualism in Online Activity 1, let's
figure out what Lambert 'Subtractive Bilingualism' means.
Now complete Writing Activity 1 that follows.

 Writing Activity 1 
By keeping the FAL CAPS and LiEP's discussion of Additive Bilingualism in mind, look at
the image at this link: https://blogs.brown.edu/clps-1580c-s01-2017-
fall/files/2017/09/Visualization-week2-300x182.jpg and decide on a matching caption.
Also, write a suitable description for the image that describes both Additive and
Subtractive Bilingualism.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Answer: The answers will vary due to subjectivity.
Subtractive Bilingualism is the exact opposite of Additive Bilingualism. Garcia Sylvan and
Witt (2001:338) explain Subtractive and Additive Bilingualism by using wheels as a
metaphor. Follow this link: https://images.app.goo.gl/Boo6S1k73K7qr5ibA to look at an
image that illustrates the terms.
Can you see that in the image there is also a four-wheeler, labelled Dynamic Bilingualism?
Well, Garcia (2009) suggests Dynamic Bilingualism as an even better alternative to Additive
Bilingualism. Dynamic Bilingualism refers to the interactive and dynamic use and
development of different languages and the promotion of multilingual language practices in
a global world.
Dynamic Bilingualism promotes the idea that languages are interdependent and that they
should not be separated during teaching and learning opportunities.
To make sure you fully understand all of the terms and concepts discussed thus far, it's time
for you to work through your first self-reflection activity, namely Self-reflection 1.
Self-reflection 1
1. Define Additive Bilingualism in your own words.

2. Define Subtractive Bilingualism in your own words.
3. Define Dynamic Bilingualism in your own words.
4. What are the main differences between Additive, Subtractive and Dynamic
Bilingualism?
5. Which metaphor would you use to describe the terms Additive, Subtractive and
Dynamic Bilingualism?

English First Additional Language Skills
In this section of the lesson, we discuss the different FAL skills that are described in the
English FAL CAPS document. Language consists of different skills that need to be
accomplished to become proficient in the chosen language.
When learning a Home Language also known as your first language, mother tongue or native
language, development starts in utero (Evans 2019:12). A FAL is developed when a learner
receives exposure to the language, which could only be in Grade 1. Irrespective of the time
when a FAL is learnt, four basic language skills must be developed, similar to a Home
Language for a learner to become proficient.
Figure 1 below depicts the four language skills:
Writing
Reading
Speaking
Listening
Figure 1: The four language skills
Each of these four skills can further be sub-divided into 'smaller' language skills. All four of
these skills also do not develop in isolation or in a linear manner. Language skills are
interdependent and develop best in a holistic and integrated manner.

Owing to the interrelated nature of these skills the FAL CAPS has grouped the four basic
language skills in four categories. Figure 2 below outlines the four categories as follows:
Language Use
Writing
Reading and Phonics
Listening and speaking
Figure 2: The four categories of language skills
Let's read about and discuss each of these FAL skills that you need to teach in your
classroom one day.
Listening and speaking
In this subsection, we will discuss listening and speaking skills that are important skills that
need to develop for a learner to become proficient in English as FAL.
Listening and speaking in a FAL is important as it contributes to communicative competence

and is directly associated with spelling (Blunden-Greeff and Motilal 2014:112). Think about
it, how do you spell words that you are unsure of in an additional language? Well, you recall
what the word 'sounds like' which requires auditory memory skills as well as discriminative
listening skills. Then you decode the word by breaking it up into syllables or sounds. From
this explanation, it is important to note that different types of listening skills can be
developed such as discriminative listening as previously mentioned but you can also listen
for information or do interpretive listening (Bester 2019a:61; Blunden-Greeff and
Motilal 2014:113).
 Read Chapter 3 (pages 60 to 62) by Marie Bester in the Literacy in the Foundation Phase
textbook (2019) for more information about the different types of listening skills.
It is also important to note that the way you pronounce words will also affect your spelling,
which shows how listening and speaking are interwoven with writing skills. Speaking in a FAL
can also be divided into the ability to speak spontaneously, fluently and with confidence by
using different facial expressions and different tones. However, speaking skills require the
necessary vocabulary and knowledge about grammar and pronunciation.

 Read pages 10 to 12 of the English FAL Grades R-3 CAPS document. We recommend
that you highlight important information as you progress through the reading.
In Lesson 4 and Lesson 5, we will discuss the teaching of FAL listening and speaking skills in-
depth.
We now move on to discuss reading and phonics as another important English FAL skill.
Reading and phonics
In this subsection, we will discuss Reading and Phonics as another important FAL skill that
contributes to learners' FAL proficiency.
Reading in a FAL consists of various sub-skills such as knowledge about the alphabet, the
sounds of the alphabet letters (in other words phonics), how the sounds / phonics can be
blended to make other sounds, or even words. Remember, the English alphabet may only
contain 26 letters, but has about 44 phonemes. Reading skills also include knowing words, a
growing vocabulary. The ability to recognise words in a timeous manner (acceptable reading
speed) enables a learner to read with fluency, another reading skill. Lastly, but most
importantly reading comprehension. Reading comprehension is the main purpose of reading
(Bester 2019b:107).
 Read pages 12 to 17 of the English FAL Grades R-3 CAPS document. Again, we
recommend that you highlight important information as you progress through the
reading.
In Lesson 6, we will discuss the teaching of FAL listening and speaking skills in-depth.
We now move on to discuss writing as the third FAL skill.
Writing
In this subsection, writing as another important FAL skill that is necessary for a learners'
proficiency.
Writing skills, just like speaking skills are important for communicative purposes
(DBE 2011:12). However, writing in a FAL is considered more difficult and it can also take a
longer time to develop. Writing in a FAL is directly associated with a learner's reading skills
as writing requires knowledge of phonics, vocabulary, grammar and language structure. That
is why you will see that in the CAPS document reading and writing is discussed together.
 Read pages 12 to 17 of the English FAL Grades R-3 CAPS document. Again, we
reading.
In Lesson 7, we will discuss the teaching of FAL listening and speaking skills in-depth. We
now move on to discuss language use as an integrate language skill and CAPS English FAL
requirement.

Language use
In this subsection, we will discuss writing as another important FAL skill that contributes to
learners' FAL proficiency.
Language use does not form part of the four basic language skills because it is integrated in
all four language skills. When reading, writing or speaking, knowledge of language structure
must be applied. However, when teaching a FAL, it is necessary that language structure,
grammatical aspects and spelling rules be taught explicitly, and is therefore a priority
according to the FAL CAPS.
 Read page 17 of the English FAL Grades R-3 CAPS document. Again, we recommend that
you highlight important information as you progress through the reading.
Now that you know about all the different FAL skills that you need to teach, it is time to put
your knowledge to the test.
Now complete Online Activity 2 that follows.
Create a Coggle mind map online.
In groups of 2 to 5, create a digital mind map about the different FAL skills using the
website Coggle.it. To make your mind map follow the following steps:
 Go to the LEA301 ECI page to find out who your group members are.
 Watch the following YouTube tutorial video Coggle Tutorial: Do more with Coggles
(Coggle YouTube Channel 2013) on how to create a mind map in Coggle.it.
www.youtube.com/watch?v=99VswRkMyW4&t=19s.
 Make contact with your group members and decide who will start the mind map and
'invite' the others as 'collaborators' on Coggle.it.
 Go to www.coggle.it to work on your mind map.
 When designing your mind map, only use key words. Avoid lengthy sentences.
 Use CAPS as a source but also find at least one more source of your own.
We now move on to the last section of this lesson, the grade requirements for each of these
FAL skills that were discussed in this section.
First Additional Language Grade requirements

In this section of the lesson, we discuss the grade requirements of each of the FAL language
skills that were discussed in the previous section.
This part of the lesson will help you to become well acquainted with Section 3 of the CAPS
document. Since you are already aware of the CAPS document layout, you must now take
some time and scan through Section 3 of the FAL CAPS document.

 Scan through pages 18 to 89 of the English FAL Grades R-3 CAPS document. Again, we
reading.
After you have scanned through Section 3, complete Writing Activity 2 that follows.
Look at the following extract from the CAPS document and then answer the questions that
follow.
"Recognises silent 'e' in words (e.g. cake, time, hope, note)".
1. Which language skill is addressed in the extract above?
____________________________________________________________________
2. Which other language skills will be involved to achieve this outcome in a FAL lesson?
Explain why.
____________________________________________________________________
3. This extract is a Grade 3, Term 2 FAL outcome. Find the page and write down the
outcome that is right after this one.
____________________________________________________________________
4. In the FAL CAPS document, find the assessment requirements for Grade 3, Term 2
that is associated with the skill addressed in the extract.
____________________________________________________________________
Answer: The answers are available on ECI.
In the following lessons of this module, we will refer to the CAPS document numerous times,
so keep your document close by and make sure you understand the layout for you to easily
find the information. Remember, if you get stuck, refer to page 1 where you will find the list
of contents.
For now, it's time to end our discussion on An Introduction to the CAPS Foundation Phase
English First Additional Language Curriculum and move on to discuss An Introduction to
Teaching English as a First Additional Language in the Foundation Phase. We do this in
Lesson 2. Only move on to Lesson 2 if you are confident that you understand the content in
the present lesson. If anything is unclear to you, remember that you can email us or make a
phone appointment with a tutor to discuss the matter. All of the information that you need
is in the Welcome Letter and also on ECI.

Lesson 2: An Introduction to Teaching English
as a First Additional Language in the
Foundation Phase
 Pages 1 to 26 of Chapter 1 of your prescribed textbook by Hugo and Lenyai.
 Pages 90 to 95 of the English First Additional Language Grades R-3 CAPS document.
Introduction
We start this lesson by discussing the learning and purpose of learning a FAL. We then
compare the following three terms: English literacy, emergent literacy and early literacy.
Then we discuss the influence school policies have on English teaching. In Lesson 1, we
discussed the FAL skills, in this lesson we will take a closer look at those skills by providing
you with an overview of the teaching methods, approaches and strategies when teaching
those FAL skills. Finally, we discuss the role of the teacher as well as the role of the Home
Language when teaching English as a FAL.
Learning a First Additional Language

In this section of the lesson, we discuss the purpose and process of learning a FAL in the
Foundation Phase. To do this, we discuss the following points:
 purpose of learning a FAL; and

 additional language learning stages of development.
Purpose of learning a First Additional Language
In this subsection, we will discuss the purpose of learning a FAL. Before we do any ready, it's
time now for you to do a self-reflection activity, namely Self-reflection 2.

Self-reflection 2
1. Are you proficient in an additional language?

2. How many languages can you speak?
3. How did you acquire or learn your additional language(s)
4. On a scale of 1-5, 1 being poor and 5 being excellent, how proficient do you believe
you are in your First Additional language?
5. Has it been helpful to be bilingual (proficient in more than one language)?
6. How has it been helpful to be bilingual?
Before we learn about how FAL takes place, we are going to discuss the purpose of learning
a FAL as the purpose of learning a FAL is many times associated with how a FAL was learnt /
acquired. Think about how you learnt or became proficient in your FAL.
Now do the following prescribed reading.
 Read pages 6 and 7 in Chapter 1 of your prescribed textbook by Hugo and Lenyai.
Hugo and Lenyai (2013:6) outline the main purpose of learning a FAL as follows:
 personal;
 cultural;
 'critical to survival';
 for educational development;
 for cognitive development;
 correlates with intelligence;
 to promote further learning;
 to open doors for learning;
 for career development;
 to interact with other cultures; and
 to promote multilingual communication.
By looking at the above list and after you have read pages 6 and 7 in Chapter 1, is there
another purpose for learning a FAL that has not been listed? Can you think of any other?
Now do Online Activity 3 below.
 Online Activity 3 
Watch the YouTube video The benefits of a bilingual brain – Mia Nacamulli (TED-Ed 2015)
and make a list of all the benefits of the bilingual brain. The link is also available on ECI.
www.youtube.com/watch?v=MMmOLN5zBLY.
From the video in Online Activity 3, it is evident that there are various benefits to being
bilingual. However, interesting to note, the first research on bilingualism suggested that

bilingualism leads to a decline in intelligence. It was only by 1962 that two researchers
Peal and Lambert published an article, titled 'The relation of bilingualism to intelligence' that
the cognitive benefits of bilingualism were established (Peal and Lambert 1962:1).
We now move on to discuss the process of learning a FAL by looking at the stages of
development.
Additional language learning stages of development
In this subsection, we will talk about the process of learning a FAL and the different stages of
development.
Now complete Online Activity 4 below.
Watch the YouTube video McREL – The Five Stages of Second Language Acquisition
(McREL International 2015) and list the five stages of additional language development.
The link to this video is given below and can also be found on ECI.
www.youtube.com/watch?v=vNDNNW6LgWM.
After completing Online Activity 4, study Table 1 to ensure that you understand how an
additional language learning takes place.
STAGES OF DEVELOPMENT DESCRIPTION

Pre-production Develops within 0 to 6 months.
Non-verbal, silent stage, draws, points,
nods and uses other gestures to
communicate. Still nervous and focuses on
listening instead of speaking.
Early pre-production Develops within 6 months to 1 year.

Limited comprehension at this stage. One to
two-word responses when communicating.
In this stage, many errors will be evident.
Speech emergence Develops within 1 to 3 years. Increased

ability to decode words. Can create simple
sentences when communicating and has
good comprehension. Still makes
grammatical errors. This stage is also
associated with the beginning of fluency,
owing to expanding vocabulary.

STAGES OF DEVELOPMENT DESCRIPTION
Intermediate fluency Develops within 3 to 5 years. This stage is
associated with having excellent
comprehension and only making a few
grammatical errors. This stage is associated
with communicating fluently in social
environments and creating complex
sentences.
Advanced fluency Develops within 5 to 7 years. This stage is

associated with near-native level / mother-
tongue level proficiency and understanding
figurative language.
Table 1: Stages of additional language development
The above table only provides you with some guidance regarding the milestones FAL
learners will achieve when learning a new language. However, remember that the language
learning context and the environment will also influence a learner's progress and
development. It is important that you understand that learning, acquiring, or developing a
FAL, takes time and is a steady process of adding new skills. That is why there are different
terms such as emergent literacy and early literacy to indicate the different stages of FAL
development.
We now move on to discuss English literacy, emergent literacy and early literacy because as
a Foundation Phase teacher it is very important that you know the difference between these
terms.
English Literacy, Emergent Literacy and Early Literacy

In this subsection, we discuss the different types of English literacy. There is a difference
between emergent literacy and early literacy.
The previous subsection 'Additional language learning stages of development' outlined the
sequence and milestones that should be reached at different stages during the development
of an additional language. The development of a language can also be divided into emergent
literacy and early literacy depending on where a learner is in the process of being proficient
in the language.
 Read pages 2 to 6 in Chapter 1 of your prescribed textbook by Hugo and Lenyai.
After reading pages 2 to 6 in Chapter 1, it must be clear to you that book knowledge and
appreciation, phonological and phonemic awareness, as well as alphabet knowledge and
print awareness, are terms associated with emergent literacy. Those are skills that can be
considered prerequisites for early literacy to develop. As Foundation Phase teachers who
will only start to teach a FAL from Grade 1 onwards, it is important to ensure that your
learners have the necessary English literacy skills for formal learning to take place.

We now move on to discuss the influence of school policies on English teaching as school
policies have a direct influence on how the teaching and learning of English as a FAL takes
place.
The Influence of School Policies on English Teaching

In this subsection, we discuss the influence of school policies on English teaching. Previously,
we discussed how the LiEP promotes or advocates for an Additive Bilingual approach. School
policies similar to the LiEP also provide guidelines concerning language teaching and learning
within schools School policies regulate which languages are used as the Language of
Learning and Teaching (LoLT) and which languages are offered as a Home Language and FAL.
We now move on to provide you with an overview of FAL teaching methods, approaches,
techniques and strategies that can help inform your teaching practice one day.
An Overview of First Additional Language Teaching

Methods, Approaches, Techniques and Strategies
In this subsection we will talk about the most prominent teaching methods, approaches and
strategies that you can use when teaching a FAL in the Foundation Phase.
Page 8 explains different approaches and methods of teaching English as a FAL. The
approaches could be based on behaviourist, social cultural or cognitive theories.
The importance of an integrated approach, developmentally appropriate pedagogy, teacher-

guided instruction and social approaches that consider learners' experiences and
development level will then be elaborated. Three FAL teaching methods namely:
communicative, audio-lingual and Total Physical Response (TPR) methods are explained.
Thereafter, general strategies, techniques and resources are described when teaching
listening, speaking, reading and writing. Take careful note of the term 'scaffolding' on page
15 of you prescribed textbook, which forms part of Vygotsky's Zone of Proximal
Development (ZPD) theory. When teaching English as a FAL it is important that you carefully
plan your scaffolding for FAL learning to be developmentally appropriate. We will discuss
this more in Lesson 3.
We now move on to discuss the role of teachers in promoting the FAL since you as a teacher
play a crucial role in learners' FAL development.

The Role of Teachers in promoting the First Additional
Language
In this subsection, we discuss the important role teachers play in promoting the FAL in their
classrooms.
Apparently, teachers teach the way they were taught. Who taught you your FAL and how did
that affect your FAL proficiency?
Now complete Self-reflection 3 below.
Self-reflection 3
1. What do you remember about your FAL learning at school?

2. Do you have pleasant or fond memories of learning a FAL?
3. How did your FAL teachers encourage or discourage your FAL learning?
4. What would you do differently?
To learn more about the important roles teachers play, read the following:
 Pages 20 to 25 in Chapter 1 of your prescribed textbook by Hugo and Lenyai.
On pages 20 to 25, Hugo and Lenyai (2013) describe the important role teachers play in
promoting the FAL. Hugo and Lenyai (2013) refer to teachers' knowledge, attitudes,
proficiency as well as their roles as innovators, planners and resource developers. After you
have read pages 20 to 25, complete Research Activity 1 below.
 Research Activity 1 
Now that you are already aware of some of the important roles of a FAL teacher, it is time
to do some research of your own. Read the following documents accessible from the links
provided:
1. Pages 13 and 14 in the Norms and Standards for Educators policy within the National
Education Policy Act of 1996.
www.gov.za/sites/default/files/gcis_document/201409/20844.pdf.
2. The10 Professional teaching competencies published by the South African Council for
Educators (SACE 2018).
www.sace.org.za/assets/documents/uploads/sace_65860-2017-10-13-
SACE%20Professional%20Teaching%20Standards%20LR.%202.pdf.

When you are done with the reading and Research Activity 1, complete
Application Activity 1 below.
 Application Activity 1 
After you have done the necessary reading and research on the important roles of a
teacher and how teachers can promote a FAL, create a self-evaluation checklist for FAL
teachers that they can use to assess themselves each term.
Your checklist must list at least five criteria / roles.
We now move on to discuss the role of the Home Language in the acquisition of the FAL as it
is important for you to consider all the aspects that could affect your learners' FAL learning.
The Role of the Home Language in the Acquisition of the

First Additional Language
In this subsection, we discuss the role of the Home Language when learning a FAL.
Discussions about the role of a Home Language when learning a FAL is contentious as not
everyone agrees on how a Home Language could contribute to the learning of a FAL.
Self-reflection 4
1. Do you think one's Home Language affects FAL learning? How?

2. Do you think one's Home Language can interfere with the FAL learning process?
3. How does one's Home Language contribute to the FAL learning process?
In Self-reflection 4, we asked you to think about your own beliefs about the role of the
Home Language in the acquisition of a FAL. It is important to consider your own attitudes
and beliefs as this could influence how you teach a FAL and the approaches that you will
implement in your classroom.
In order to become more informed on the role of the Home Language in the acquisition of a
FAL, do the following reading.
From pages 25 and 26 it is important to note that the cognate relationship (similarities and
differences) between the Home Language and the FAL plays a very important role in
determining the effects of the Home Language on the FAL development. Take for example
the various similarities between Afrikaans and English. There are fewer similarities between

English and any of the African languages. Afrikaans and African languages share more
similarities.
We will discuss this in more depth in Lesson 3 where we discuss Cummins' interdependence
theory.
For now, it's time to end our discussion on An Introduction to Teaching English as a First
Additional Language in the Foundation Phase and move on to discuss Theories and Methods
of Teaching English as a First Additional Language. We do this in Lesson 3. Only move on to
Lesson 3 if you are confident that you understand the content in the present lesson. If
anything is unclear to you, remember that you can email us or make a phone appointment
with a tutor to discuss the matter. All of the information that you need is in the Welcome
Letter and also on ECI.

Lesson 3: Theories and Methods of Teaching
English as a First Additional Language
 Page 8 of the English First Additional Language Grades R-3 CAPS document.
Introduction
We start this lesson by discussing motivation and language learning as learning an additional
language is not just a cognitive process. We then discuss how English is an international
language and a lingua franca around the world. Thereafter, we will discuss various language
learning theories and approaches relevant to the learning of additional language. Most of
the theories and approaches that we will discuss also inform the FAL teaching styles,
methods, strategies and techniques that we will discuss thereafter. However, after
discussing all of this you will know 'how' to teach English as a FAL. We will then discuss the
different aspects of the English language that you should teach in the Foundation Phase.
Finally, we end this lesson with a discussion about the various learning material and
resources that you can use when teaching a FAL.
Motivation and Language Learning

In this section of the lesson we discuss the role motivation plays when learning a language.
To do this, you need to do the following reading.
In your textbook, motivation is discussed by referring to both intrinsic and extrinsic

motivation. Various motivation theories and models exist that try and explain how
motivation affects additional language learning. Bower (2019:558) integrates different
theories to try and create a more comprehensive understanding on the role of motivation.
Bower (2019:563) calls it the Process Motivation Model which describes how different
aspects and characteristics can affect learners' motivation.

Bower (2019:564) outlines the aspects below.
Learning environment
Within the learning environment, the teacher, interaction with learners and the content
taught can all foster positive emotions and promote FAL learning if the environment is
purposeful, stimulates learning and if the content taught is interesting and relevant.
Learner engagement
Learner engagement can affect motivation. If learners have a positive attitude towards and
good perceptions about their learning, efforts and progress in a FAL, they will feel more
motivated to engage in their learning.
Learner identity
Learner identity includes their self-concept, feelings of self-worth, competence, self-efficacy

and their ability to set appropriate goals and being aware of their personal strengths and
weaknesses when learning a new language. These aspects could be intrinsic motivation
indicators.
When teaching a FAL, you have to take the learning environment, learner engagement and
learner identity into consideration as all of these aspects can affect learners' motivation to
learn an additional language.
We now move on to discuss English as an international language because the international

status of English drives peoples' motivation to become fluent in English as an additional
language.
English as an International Language

In this section of the lesson, we discuss how English is an international language and a lingua
franca around the world which motivates people to learn the language instead of other
languages.
With the growing demand for English in South African schools, it is important that you know
how to teach English as a FAL. We will now move on to discuss different language learning
theories and approaches that will help inform you on how to teach English as a FAL.

Language Learning Theories and Approaches
In this section of the lesson, we discuss different language learning theories and approaches.
We will discuss the following theories and approaches:
 Universal grammar approach;

 Krashen's input hypothesis;
 Vygotsky's Socio-cultural theory;
 Cummins' BICS, CALP and CUP; and
 Rod Ellis's principles of instructed First Additional Language acquisition.
Before we start, do you know why it is important to know about all of the different language
theories? To find out why it is so important, complete Online Activity 5 below.
Look at the picture at this link: https://3.bp.blogspot.com/_QH43oz-

uXgc/Sq_XKK51yOI/AAAAAAAAANM/zojYJi95zgI/w1200-h630-p-k-no-
nu/effects+of+bilingualism.png, then go to the ECI and participate in a discussion forum by
answering the following question:
Why do you think it is necessary to learn about language learning theories, especially
when talking about additional language learning?
You have to make at least one post and comment on one other student's post.
We will now start discussing the different theories and approaches relevant to language
learning. We will start with the Universal grammar approach.
Universal grammar approach
In this subsection, we will discuss the Universal grammar approach that was developed by
Noam Chomsky, a nativist.
From your prescribed readings, you should now understand that Universal grammar views
language development as a biological process and an inborn ability owing to the brain's
'Language Acquisition Device' (LAD). However, the Universal Grammar approach does not
account for the psychological and social influences during language development.
We now move on to discuss Krashen's input hypothesis as one of the most prominent
additional language learning theories.
Krashen's input hypothesis
In this subsection, we will discuss Krashen's input hypothesis, also known as the monitor
model or creative construction theory. Stephen Krashen is a professor emeritus at the

University of Southern California and most of his work aligns with those of Noam Chomsky
(Universal Grammar theorist).
Krashen's input hypothesis is based on the idea that language is mostly acquired through
internal processes rather than taught directly. Krashen's input hypothesis consists of five
hypotheses. Figure 3 outlines the five hypotheses as follows:
Acquisition-
Learning
Affective
Monitor
filter
Natural
Input
order
Figure 3: Krashen's input hypothesis
After reading about Krashen's five hypotheses on language learning, complete Online
Activity 6 below.
Follow the following link or scan the QR code to watch the YouTube video Stephen
Krashen on Language Acquisition (Mark Rounds 2010) in which Stephan Krashen answers
the question 'How do we acquire language?' The link to this video is given below and can
also be found on ECI.
www.youtube.com/watch?v=NiTsduRreug.

After you have watched the video in Online Activity 6, complete Writing Activity 3 below.
Look at the image at this link: https://bit.ly/36szg3x and reflect on what you have learnt
about Krashen's hypotheses by writing a suitable description for this image. Your
description should address all five of the hypotheses and be about 300 words long.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Now complete Research Activity 2 below.
Stephan Krashen has his own website where he makes his publications available for free.
Follow the link to his website and do your own research on Stephen Krashen's hypotheses.
The link to the website is given below and can also be found on ECI.
www.sdkrashen.com.
How can Krashen's five hypotheses inform your FAL teaching and learning?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Complete the online quiz 'Krashen in a nutshell – 12 Questions' to evaluate your own
knowledge of Stephen Krashen's five hypotheses. The link to this quiz is given below and
can also be found on ECI.
quizlet.com/kr/307505986/krashen-in-a-nutshell-flash-cards/.

We now move on to discuss Vygotsky's socio-cultural theory which is in opposition to
Krashen and Chomsky's view that language acquisition is a natural process. Vygotsky views
language learning as a social and cultural process.
Vygotsky's socio-cultural theory
In this subsection, we will discuss Vygotsky's Socio-cultural theory and how it can be applied
to FAL teaching and learning.
 Read pages 32 and 33 in Chapter 2 of your prescribed textbook by Hugo.
Now complete Research Activity 3 that follows.
Read the article "Lev Vygotsky's Sociocultural Theory" (McLeod 2018). Also, watch the
video Vygotsky sociocultural development (Khan Academy). The links to the article and
video are given below and can also be found on ECI.
www.simplypsychology.org/vygotsky.html.
www.khanacademy.org/test-prep/mcat/individuals-and-society/self-identity/v/vygotsky-
sociocultural-development.
After reading the article and watching the video, write down at least 10 keywords that align
with Vygotsky's theory of development and how it relates to language development.
Keywords:
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Part of Vygotsky's Sociocultural theory is his idea about the Zone of Proximal Development
(ZPD). To learn more about Vygotsky's ZPD, do Online Activity 8 that follows.

Read the article 'The Zone of Proximal Development and Scaffolding' (McLeod 2019). The
link to the article is given below and can also be found on ECI.
www.simplypsychology.org/Zone-of-Proximal-Development.html.
After reading the article, describe the following image by explaining the labels, A, B and
ZPD.
A
ZPD
B
We now move on to discuss Jim Cummins' interdependence theory, which includes

important abbreviations such as the BICS, CALP and CUP.
Cummins' BICS, CALP and CUP
In this subsection, we will discuss Jim Cummins' interdependence theory, also known as the
iceberg theory or dual iceberg theory. There are important abbreviations that form part of
his theory that you should take not of. The abbreviations are as follows:
 BICS: Basic Interpersonal Communication Skills

 CALP: Cognitive Academic Language Proficiency
 CUP: Common Underlying Proficiency

Now look at Figure 4 that depicts the interdependence theory and list the different language
skills that form part of the BICS and CALP.
Figure 4: The BICS and CALP theories

Watch the YouTube video Jim Cummins Research BICS and CALP (West Middle School
2016) in which Jim Cummins explains the BICS and CALP in an interview. The link is given
below and can also be found on ECI.
www.youtube.com/watch?v=N-JvqObf5qk&t=1s.
After watching the video, explain why the interdependence theory is also known as the
iceberg theory or dual iceberg theory. What similarities do the theory have with an iceberg?
Which language skills of yours are visible?
To gain a better understanding of CUP, complete Writing Activity 4.
Study the image at this link:

https://i.pinimg.com/736x/c8/d6/cf/c8d6cfa200c9214a8544563e3d8fd3ad.jpg. Which figure
do you agree with the most? Do you believe languages are separated in the brain
(Figure 1) or is cross-language transfer possible (Figure 2)? Write a short description for
figures 1 and 2 where you make your opinion clear regarding the CUP.
________________________________________________________________________
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________________________________________________________________________

After completing Writing Activity 4, you are ready to apply your knowledge. Now complete
Application Activity 2 that follows.
It is time for you to collect information about your own Home language (L1) and FAL (L2)
Proficiency. For this activity, you need to do evaluate all of your language skills and
determine if there is any CUP involved in your level of bilingualism.
For example, if your Home Language is English and your FAL is Zulu, certain similarities
made it easier for you to learn Zulu as a FAL. For example, English and Zulu use the same
alphabet and writes in the same direction.
Now it is your turn, look at the figure that follows to guide in determining the similarities
(CUP) and differences in your Home Language and FAL that made it easier / more difficult
for you to become bilingual.
Self-reflection 5
1. Do your Home Language and FAL share various similarities?

2. Do you think your Home Language contributed or interfered with your FAL teaching
and learning? Why?
3. One day, the learners in your FAL class will have different Home Languages, which
means that it might be easier for some to acquire the FAL than for others. How will
you ensure that they all have an opportunity to compare their Home language and the
FAL?
We now move on to discuss Rod Ellis's principles of instructed FAL acquisition as his
principles are important to consider when teaching a FAL.

Rod Ellis's principles of instructed First Additional Language acquisition
In this subsection, we discuss Rod Ellis's principles of instructed FAL acquisition. Rod Ellis
decided that because FAL theories are not uniform in how the teaching of a second language
should take place, he decided to make a list of generalised and basic principles that all FAL
teachers should take note of.
Ellis (2005) lists the following 10 important principles when teaching a FAL:
 Principle 1: Instruction needs to ensure that learners develop both a rich repertoire of
formulaic expressions and a rule-based competence.
 Principle 2: Instruction needs to ensure that learners focus predominantly on meaning.
 Principle 3: Instruction needs to ensure that learners also focus on form (grammar and
syntax).
 Principle 4: Instruction needs to be predominantly directed at developing implicit
knowledge of the L2 while not neglecting explicit knowledge.
 Principle 5: Instruction needs to take into account the learner's 'built-in syllabus'.
 Principle 6: Successful instructed language learning requires extensive L2 input.
 Principle 7: Successful instructed language learning also requires opportunities for
output.
 Principle 8: The opportunity to interact in the L2 is central to developing L2 proficiency.
 Principle 9: Instruction needs to take account of individual differences in learners.
 Principle 10: In assessing learners' L2 proficiency, it is important to examine free as well
as controlled production (i.e. prepared vs unprepared speech, multiple-choice vs open-
ended vs fill in the gap).
Based on Ellis's (2005) 10 principles, it is evident that FAL teachers can use a variety of
approaches and methods when teaching. We will therefore now move on to discuss
different FAL styles, approaches, techniques and methods that you can use in your
classroom one day.
First Additional Language Styles, Approaches, Techniques

and Methods
In this section of the lesson, we discuss the different FAL teaching styles, approaches,
techniques and methods that you can use in your classroom. In this section, we will also
highlight well-known TEFL / TESOL approaches, techniques and methods.
 Read page 42 to 49 in Chapter 2 of your prescribed textbook by Hugo.

In your prescribed reading the following TEFAL (globally known as TEFL and TESOL)
approaches, techniques and methods are discussed:
 scaffolding as a technique;
 repetition as a technique;
 the communicative approach;
 the Total Physical Response (TPR);
 content-based approaches;
 the CLIL approach; and
 activating socio-cultural background knowledge.
It is important that you have extensive knowledge regarding these different techniques and
approaches.
Now complete Writing Activity 5 below.
Complete the following table by describing the different FAL approaches and techniques:
TEFL / TESOL APPROACHES AND

DESCRIPTION
TECHNIQUES
Scaffolding as a technique
Repetition as a technique
The communicative approach
The Total Physical Response (TPR)
Content-based approaches
The CLIL approach
Activating socio-cultural background
knowledge
Answer: The answers will be available on ECI.
We now move on to discuss the different aspects of the English language that needs to be
taught in the Foundation Phase FAL classroom.
Aspects of the English Language

In this section of the lesson, we discuss various aspects of the English language that you
need to consider when teaching a FAL. To do this, we will look at the different grammatical
aspects of English as well as the importance of teaching vocabulary and pronunciation.

The following grammatical aspects should be taught in the Foundation Phase FAL classroom:
Phonology & Morphology

Study of words e.g. Sound & phonics activities, word building, blending, chunking exercises.
Syntax
Teaching learners how to write sentences (sentence formation), Subject-verb-
Arrangement of words object, Paragraph formation.
Semantics
Vocabulary lessons, search and find activities in stories, word-building
exercises, reading comprehension lessons, different types of word lessons,
Meaning of words e.g. homophones, synonym, antonyms, homonyms. Lessons on prefixes and
suffixes (most of these are only drectly taught in the intermediate phase).
Figure 5: Grammatical aspects to be taught in FP FAL classroom
We now move on to discuss different FAL language learning material that you can use as
resources to ensure that your learners learn effectively.
First Additional Language Learning Material

In this section of the lesson, we discuss different FAL learning material resources that you
can use. Learning material can also be described as the resources that you and your learners
will use during the teaching and learning process. Remember, resources should not replace
the role of the teachers, it should only assist in the learning process.
 Also read pages 86 to 92 in the FAL CAPS document.
From the prescribed readings, can you see that there are a variety of resources that you can
use when teaching a FAL. However, it is important to understand the difference between
teacher resources and learner resources.
Teacher resources include learning material that is teacher-centred and is mainly used by
the teacher whereas learner resources are learner-centred and mostly used by the learner.

Use your prescribed reading material and complete the following table by listing the
different types of resources.
TEACHER RESOURCES FOR FAL LEARNER RESOURCES FOR FAL

TEACHING TEACHING
Answer: The answers are available on ECI.
And that's the end of the content for Study Session 1! Well done for making it this far. Read
the summary below and then complete the self-assessment questions that follow.
Remember that you can always contact a tutor if you need help understanding any of the
material covered in the above lesson.
Summary of Study Session 1

In Lesson 1, An Introduction to the CAPS Foundation Phase English First Additional
Language Curriculum, we discussed the CAPS document followed by an explanation of the
concept 'Additive Bilingualism'. We then examined all of the different FAL skills that need to
be taught and finally the grade requirements for the different skills according to CAPS.
In Lesson 2, An Introduction to Teaching English as a First Additional Language in the

Foundation Phase, we discussed the purpose of learning a FAL followed by the different
stages of development We then discussed the difference between emergent literacy and
early literacy as well as how school policies can influence the learning of a FAL. We then
looked at an overview of teaching methods, approaches, techniques and strategies when
teaching a FAL. Finally, we explored the role of the teacher and the Home Language when
learning a FAL.
In Lesson 3, Theories and Methods of Teaching English as a First Additional Language, we

discussed motivation and language learning followed by a discussion on English being an
international language and lingua franca in South Africa. We also looked at the various
language learning theories such as Universal Grammar, Krashen's input hypothesis,
Vygotsky's Socio-cultural theory and Jim Cummins' interdependence theory. We then
discussed different teaching methods, approaches and techniques that can be used when

teaching a FAL. Finally, we explored the different aspects of English that need to be taught as
well as the different types of learning material that you can use.
Now work through the self-assessment questions that follow to test your understanding of
the contents of Lessons 1, 2 and 3.
Self-assessment Questions and Answers for Study Session 1

Test your knowledge of Study Session 1 by completing the self-assessment questions below.
When you answer the questions, don't look at the suggested answers that we give. Look at
them only after you've written your answers and then compare your answers with ours.
Questions
1. List the main FAL skills according to the CAPS document.
2. How many instructional hours are allocated for teaching a FAL in Grade 3?
3. What does the term Additive Bilingualism refer to?
4. Describe reading as FAL skill by listing the different subskills involved when teaching
reading.
5. List and describe the different stages of FAL development.
6. Explain what role the Home Language when learning a FAL.
7. List at least five roles of the FAL teacher.
8. List Krashen's five hypotheses that make up his input hypothesis.
9. What do the following abbreviations stand for: BICS, CALP and CUP?
10. Why do you need to know about the different language learning theories?
Answers
1. The main FAL skills are listening and speaking; reading and phonics; writing and
handwriting.
2. Three to four instructional hours are allocated for teaching a FAL in Grade 3.
3. Additive bilingualism refers to a learner who learns a language (or languages) in

addition to his or her home language. He or she develops a strong literacy foundation in
the Home Language and only then build on that by adding a FAL literacy. The FAL,
therefore, does not replace the Home Language.

4. Reading in a FAL consist of various sub-skills such as knowledge about the alphabet, the
sounds of the alphabet letters (in other words phonics), how the sounds / phonics can
be blended to make other sounds, or even words. Remember, the English alphabet may
only contain 26 letters, but has about 44 phonemes. Reading skills also include knowing
words, in other words, a growing vocabulary. The ability to recognise words in a
timeous manner (reading speed) enables a learner to read with fluency, another reading
skill. Lastly, but most importantly reading comprehension. Reading comprehension is
the main purpose of reading (Bester 2019b:107).
5.
STAGES OF
DESCRIPTION
DEVELOPMENT
Pre-production Develops within 0 to 6 months.
Non-verbal, silent stage, draws, points, nods and uses other gestures to
communicate. Still nervous and focuses on listening instead of
speaking.
Early pre- Develops within 6 months to 1 year.

production Limited comprehension at this stage. One to two-word responses when
communicating. In this stage, many errors will be evident.
Speech Develops within 1 to 3 years.

emergence Increased ability to decode words. Can create simple sentences when
communicating and has good comprehension. Still makes grammatical
errors. This stage is also associated with the beginning of fluency,
owing to expanding vocabulary.
Intermediate Develops within 3 to 5 years.

fluency This stage is associated with having excellent comprehension and only
making a few grammatical errors. This stage is associated with
communicating fluently in social environments and creating complex
sentences.
Advanced Develops within 5 to 7 years.

fluency This stage is associated with near-native level/mother-tongue level
proficiency and understanding figurative language.
6. The Home Language contributes to the FAL learning process if the learners' Home
Language and FAL have a close cognate relationship. In other words, if the language
shares similar aspects or skills. If the languages are similar, then some of the skills can
transfer and don't have to be retaught.
7. The five roles of the FAL teacher are innovator, planner and resource developer,
mediator, administrator and manager.
8. Krashen's five hypotheses includes: the acquisition / learning hypothesis; the monitor
hypothesis; the natural order hypothesis; the input hypothesis; and the affective filter
hypothesis.
9. BICS: Basic Interpersonal Communication Skills; CALP: Cognitive Academic Language

Proficiency; CUP: Common Underlying Proficiency.

10. It is important to know about the different language learning theories in order to guide
your FAL classroom practices and to make informed and evidence-based teaching and
learning decisions.
Competence Checklist
Now that you've worked through Study Session 1, please check that you can perform the
tasks below.
 I can demonstrate a basic knowledge and understanding of the structure of the CAPS
Foundation Phase English First Additional Language curriculum.
 I can set the scene for FAL teaching and learning and capture the different learning
environments in the country and show how the shapes teaching and learning and to
focus on theories, approaches, methods and techniques of teaching FAL.
 I can demonstrate knowledge and understanding of basic principles that underpin the
theories and methods of teaching English.
 I can develop a variety of activities using the required methods.
 I can assess the performance of learners' knowledge of methods and theories in a
variety of ways.

Study Session 2
Welcome to the second study session for this module. Let's start by looking at the learning
outcomes for this particular study session.
Learning Outcomes
After you've completed Study Session 2, you should be able to do the following:
 demonstrate knowledge and understanding of the basic principles that underpin the
ability to listen;
 create listening experiences that are grade-appropriate and learner-centred;
 design a variety of suitable activities to encourage active participation in listening;
 assess the performance of learners' listening skills in a variety of appropriate ways.
 demonstrate knowledge and understanding of the basic principles that underpin the
ability to use the spoken language;
 develop oral learning experiences that are grade-appropriate and learner-centred,
integrated and anti-biased;
 develop a variety of suitable activities to encourage active participation in speaking;
 demonstrate knowledge and understanding of the teacher's role in developing learners'
spoken language;
 demonstrate an understanding of the important of assessing learners' spoken language;
 demonstrate knowledge and understanding of how to facilitate the teaching of reading
in English as a First Additional Language;
 plan and present grade-appropriate reading activities;
 develop appropriate assessment strategies for learners' development of reading in
English;
 demonstrate knowledge and understanding of how to facilitate the teaching of writing
in English as a First Additional Language;
 plan and present grade-appropriate writing activities; and
 develop appropriate assessment strategies to assess learners' writing skills.
We now move on to give you an overview of the four lessons in this study session.
Overview of Study Session 2

In Lesson 4, Teaching Listening in English as a First Additional Language, we will explore
what listening in a FAL entails as well as the factors that could influence the acquisition of
listening skills. We will also discuss the teaching and learning of listening in a FAL by looking
at different strategies that promote the development of listening. Further, we will
investigate the CAPS requirements with regards to listening in a FAL Lastly, we will examine
how listening should be assessed.

In Lesson 5, Teaching Speaking Skills in English as a First Additional Language, we will
explore what speaking skills in a FAL entail as well as the classroom and personal factors that
influence the acquisition of speech in English. We will also look at the influence of the Home
Language on FAL speaking skill development as well as the role of formal instruction in a FAL.
Further, we will investigate strategies for the promotion of speaking skills as well as the CAPS
requirements with regards to the teaching of speaking during FAL lessons. Lastly, we will
examine different methods and approaches for assessing speaking skills.
In Lesson 6, Teaching Reading in English as a First Additional Language, we will explore

what reading entails as well as the reading process. We will also look at different reading
models that can inform practice as well as challenges that learners can experience during
reading instruction. Further, we will investigate different approaches, strategies, activities
when teaching reading. Lastly, we will examine the CAPS grade requirements with regards to
reading and how reading should be assessed to help inform practice.
In Lesson 7, Teaching Writing, Spelling and Language Structures in English as a First

Additional Language, we will explore what writing entails. We will also look at different
methods, approaches and strategies that can be used when teaching FAL writing skills.
Different writing skills will also be discussed such as spelling, punctuation, grammar and
language structures. Further, we will investigate the CAPS requirements with regards to the
teaching and learning of writing as well as the different grade requirements. Lastly, we will
examine how writing can be assessed.
It's time now to start Lesson 4.

Lesson 4: Teaching Listening in English as a First
Additional Language
 Pages 51 to 70 of Chapter 3 of your prescribed textbook Hugo and Lenyai.
 Pages 9 to 12 and 18 of the English First Additional Language Grades R-3 CAPS
document.
 Ragusa, G. 2019. 'How to Assess Listening Skills'. [online].

www.theclassroom.com/ideas-for-leadership-activities-12082256.html.
[Accessed on 20 July 2020].
Note that you'll be told exactly when to read each of the above texts as you work
through the lesson.
Introduction
We start this lesson by discussing listening skills and what listening in a FAL entails. We then
explore the different factors that should be considered as it could influence learners'
acquisition of listening skills. We will also look at the teaching and learning of listening skills
in a FAL as well as the different types of strategies that promote the development of
listening in the FAL. We will examine CAPS requirements with regards to listening in a FAL.
Finally, we discuss the assessment of listening in the Foundation Phase.
Listening Skills
In this section of the lesson, we discuss what speaking entails. What are speaking skills? Do
Home Language and FAL speaking skills differ?
There is a difference between hearing and listening. Listening might be a receptive skill, but
it is not a passive act; being able to listen attentively should be taught in the Foundation
Phase. We know that listening in a Home Language already starts to develop in utero. FAL
listening skills, similar to Home Language skills, depend on the input a learner / child
receives.
Think about Stephen Krashen's input hypothesis that you learnt about in Lesson 3. Krashen's
input hypothesis tells us that the amount of input (listening) and the quality input affects FAL
development. Also, consider Jim Cummins' BICS that tells us that communication skills which
include listening develops within two years. Listening skills are directly be associated with
spelling (Blunden-Greeff and Motilal 2014:112).

Bester 2019a:61, and Blunden-Greeff and Motilal 2014:113 outline the different types of
listening skills that can be developed as follows:
 simple listening;
 discriminative listening;
 interpretive listening;
 listening for information;
 listening to organise information;
 listening for main points;
 listening to identify different points of view;
 critical listening;
 creative listening;
 marginal listening;
 active listening;
 attentive listening; and
 appreciative listening.
When learners have not had a lot of exposure or input in a FAL, they will start with simple
listening first, followed by discriminative and interpretive since they will try to understand
what they are hearing. Listening in a FAL, therefore, requires more than just the recognition
of sounds, it requires learners to attentive make meaning of the sounds they recognise and
to process it to respond to it. Listening therefore requires hearing, understanding and finally
judging what they are hearing by determining if they have correctly interpreted or
understood that which they have heard. What makes listening in a FAL difficult and often
leads to misunderstandings is the interpretation of other aspects that go with listening such
as intonation, tone of voice and nonverbal cues such as facial expressions and body language
(Bester 2019a).
Listening and speaking skills are interwoven; thus, they cannot be separated. However, in
your prescribed reading (Lesson 4 and Lesson 5) listening and speaking skills are separated in
order to discuss each skill well. DeVito (2000) lists five stages of listening and speaking which
demonstrate the interwoven nature of listening and speaking.

The image at this link: https://i0.wp.com/jewelautismcentre.com/jewel_blog/wp-
content/uploads/2018/07/stages-of-listening.jpg?resize=780%2C201 outlines the five
stages. Study it now.
The interwoven nature of listening and speaking is also evident in how we socialise and how
our brain process listening and speaking skills. On the left side of our brain, the Wernicke's
area is activated when listening and comprehending and the Broca's area is activated when
talking / communicating (non-verbal sign language). Both these areas in the brain are
connected by the neural pathway the Arcuate fasciculus. The loop between the Broca's and
Wernicke's area demonstrates to us the interrelated nature between listening and speaking.
Look at Figure 6 below with two images that demonstrate how the brain processes listening
and speaking skills.
Source: Research Features (2018)
Figure 6: How the brain processes listening and speaking skills (Orellana 2015:47)

Watch the video Language and the brain: Aphasia and split-brain patients (Yue, n.d.)
which discusses language in the brain, which shows how the Broca's and Wernicke's area
are connected. The link is given below and can also be found on ECI.
www.khanacademy.org/test-prep/mcat/processing-the-environment/language/v/language-
and-the-brain.
We now move on to discuss different factors to consider when teaching listening as it could
influence learners' ability to listen in a FAL.
Factors to Consider when Teaching Listening

In this section of the lesson, we discuss what listening entails by looking at the different
factors that could affect acquiring listening skills.
The factors that could hinder or influence the acquisition of listening skills include hearing
impairments and various forms of auditory perceptual problems such as:
 auditory discrimination;
 auditory sequencing;
 auditory analysis;
 auditory synthesis;
 auditory blending; and
 auditory memory.
We now move on to discuss the facilitation of teaching and learning listening skills in a FAL.
The Teaching and Learning of Listening Skills

In this section of the lesson, we discuss how the teaching and learning of listening in a FAL
should take place. To do this, we discuss the following points:
 facilitating listening in the FAL; and

 strategies for promoting the development of listening in the FAL.
Facilitating listening in the FAL

In this subsection, we discuss how listening skills in a FAL should be facilitated by the
teacher. Developing learners' FAL listening skills require teachers to activate their prior
knowledge as it helps learners to contextualise what they are hearing. Activating prior
knowledge can be done in various ways including using multimodal resources.
Teachers' own pronunciation can affect learners' ability to listen and understand. Although
there is nothing wrong with speaking English with an accent, teachers should be aware that
their pronunciation could affect not only learners' understanding but also their spelling skills.
Teachers should therefore work on their pronunciation and rectify any mistakes.
When facilitating listening skills, teachers should also be aware of the 44 English phonemes
(sounds) that learners should be taught to recognise. Finally, teachers should use various
strategies when facilitating listening such as the 'Give me five' strategy and the TPR
approach (Hugo and Lenyai 2013:58-59).
Strategies for promoting the development of listening in the FAL
In this subsection, we will investigate different strategies that promote the development of
listening in the FAL.
 Read pages 59 to 71 in Chapter 3 of Teaching Listening in English as a First Additional

Language by Hugo and Lenyai.
Learners need to be taught explicitly how to listen attentively. Strategies that promote
listening could include auditory or sound activities while others could be language-related
such as listening to instructions, a story, song, or poem. Developing learners' phonological
awareness by listening to beginning / middle or end sounds, sets of words, syllables, rhyming
or words can also promote their listening skills in a FAL. Asking learners questions also
requires them to learn how to listen in order to respond. Fun games can be played to
promote listening skills such as 'Simon says', which is based on the TPR approach.

After reading pages 59 to 71 in Chapter 2 of Teaching listening in English as a First

Additional Language, make a list of at least 10 activities that can promote the development
of FAL listening skills.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Answer: The answer is available on ECI.
We now move on to discuss the CAPS requirements for the teaching and assessment of
listening skills in a FAL.
CAPS Requirements: FAL Listening Skills

In this section of the lesson we discuss what listening entails by looking at the different types
of listening skills according to CAPS.
 Read pages 9, 18 and skim through pages 23 to 86 in the FAL CAPS document.

CAPS allocates a certain amount of time to the teaching and learning of the four main
language skills. In Figure 7 below, see the minimum and maximum time you should spend on
listening and speaking according to the different grades.
Figure 7: The minimum and maximum time allocated to FAL (DBE 2011:9)
Table 2 below is an extract from the FAL CAPS document that provides us with an overview
of the main listening and speaking objectives that learners need to achieve within the three
Foundation Phase grades.
GRADE 1 GRADE 2 GRADE 3

Builds an oral vocabulary using Continues to build an oral Continues to build an oral
topics chosen by the vocabulary using topics vocabulary using topics chosen
teacher (Things I can do, The chosen by the teacher (The by the teacher (Finding out).
Weather). Seasons, Feelings).
Builds some conceptual
Builds some conceptual Builds some conceptual vocabulary (comparing,
vocabulary (shapes, vocabulary (time, sequence). describing)
size, direction).
Follows a short sequence of Follows and gives instructions.
Responds physically to two instructions ('Draw a
simple oral instructions ('Put circle, colour it red'). Responds to and makes
the blue balls in the bag'. 'Now requests.
put the red Gives simple instructions.
balls in the bag'). Talks about a picture or
Understands and responds to photograph.
Responds to greetings and simple questions such
farewells, and makes simple as 'Which …?' 'Whose …?' Asks for clarification ('I don't
requests using formulaic ('Whose book is this?'). understand, please say that
phrases ('May I go to the again').
toilet?'). Asks simple formulaic
questions ('What is your Gives a simple oral recount
name?'). (recalls experiences in the right
sequence).

Memorises and performs Makes simple requests, and
action rhymes, simple poems statements ('Can I go out, Listens to stories and personal
and songs. please? I feel sick.'). recounts and answers
comprehension questions.
Plays simple language games. Identifies an object from a
simple, oral description. Predicts what will happen next
Understands short, simple in a story or personal recount.
stories told and read; talks Talks about objects in a
about the pictures. picture. Expresses feelings about a
story.
Acts out simple stories using Listens to stories and recounts.
some of the dialogue. Retells the story.
Answers simple, literal
Responds to simple, literal questions about the story Listens to a non-fiction text
questions about a story with ('Who ate the porridge?'). (factual recount, procedure or
short answers. information report) and
Acts out the story using some answers comprehension
Identifies a person, animal or of the dialogue. questions.
object from a simple, oral
description (matching a With help from the teacher With the teacher's help, gives a
description to a picture). retells the story. simple summary of the non-
fiction text.
Understands and responds to Recounts a short sequence of
simple questions such as 'What simple experiences or events. Participates in a short
…?' 'How many …?' ('What is conversation on a familiar
your name?'). Memorises and performs topic.
simple poems, action rhymes
Expresses self in simple ways and songs. Understands and responds to
by using short phrases ('My questions such as
name is . . .'). Plays language games. 'When …?' and 'Why …?'
('Why did the house fall
down?').
Performs a rhyme, poem or

song.
Plays language games.
Table 2: Listening and speaking skills in FP (extracted from DBE 2011: 18)
When reading through the CAPS requirements with regards to the teaching of listening it is
evident that the listening objectives in Grade 1 are more focused on understanding and
responding whereas Grade 3 objectives require more advanced skills such as critical and
reflective listening.
We now move on to discuss listening assessment as an important part of developing

learners FAL listening skills.

Listening Assessment
In this section of the lesson, we discuss the assessment of listening skills. You can assess
listening skills in various ways using various methods or techniques. However, you must
consider what it is that you want to assess with regards to listening. The criteria for listening
assessment can include a learner's:
 ability to identify certain English phonemes (sounds) in a word;

 ability to interpret what they have heard;
 comprehension / understanding of what they have heard;
 ability to listen for enjoyment;
 ability to listen attentively;
 ability to listen to a story and recall the order;
 ability to listen to instructions with at least two steps;
 ability to listen to questions and respond appropriately;
 critical listening skills; and
 ability to listen for information.
No matter what your objective is, make sure your focus and assessment criteria are clear
and that you assess what you intend to assess.
 Read the online article 'How to Assess Listening Skills' by Gina Ragusa.
Also remember that listening can be assessed formally as well as informally. Figure 8 below
outlines the CAPS requirements for Grade 1, Term 1 with regards to the formal and informal
assessment that should take place.
Figure 8: Formal and informal assessment of listening
Finally, remember to make use of different assessment methods such as checklists, rubrics,
tests and portfolios when assessing listening skills.

Now complete Application Activity 3 below.
It is time for you to collect information about as much information as you can about
listening assessment tasks. Do a wide search on Google as well as Pinterest for ideas.
After going an extensive search and doing all of the prescribed reading for Lesson 4,
design your own listening assessment task for any grade in the Foundation Phase.
When designing your task, make sure the listening assessment criteria are clear and
grade-appropriate. Use the CAPS document to guide you regarding the grade
requirements.
For now, it's time to end our discussion on Teaching Listening in English as a First Additional
Language and move on to discuss Teaching Speaking Skills in English as a First Additional
Language. We do this in Lesson 5. Only move on to Lesson 5 if you are comfortable that you
understand the content presented in this lesson. Don't forget that you can easily contact a
tutor for personal help if you would like it.

Lesson 5: Teaching Speaking Skills in English as
a First Additional Language
 Pages 9 to 12 and 18 of the English First Additional Language Grades R-3 CAPS
document.
through the lesson.
Introduction
We start this lesson by discussing what listening entails by looking at the different speaking
skills that need to be taught in the FAL classroom. We will discuss the different factors
classroom that could influence learners' speech acquisition. We will then explore the
influence of the Home Language followed by the role of formal instruction in the FAL
classroom. Then, we will explore the teaching and learning of FAL speaking skills by
investigating different teaching strategies, methods and activities. Finally, we discuss the
CAPS requirements with regards to FAL speaking skills as well as the assessment of speaking.
Speaking Skills
In this section of the lesson, we discuss what speaking entails. What are speaking skills? Do
Home Language and FAL speaking skills differ?
Speaking is the ability to produce language orally or to use language (words) to express
oneself. Where listening skills are receptive, speaking is expressive. Just like FAL listening
skills, speaking skills develop similarly or follow the same trajectory as Home language
listening and speaking skills. Developing FAL listening skills require exposure and exercise.
Speaking can also be subdivided into four skills; fluency, vocabulary, grammar and
pronunciation. However, we will be focusing on pronunciation and grammar mainly because
these are the two skills mentioned in you prescribed text. First, listening is the ability the
pronounce and use the FAL language in a grammatically correct manner and secondly, it is
the ability to communicate with confidence and to use and interpret non-verbal cues when
speaking. Simply put, speaking is a skill and requires knowledge of the FAL.
 Read page 72 in Chapter 4 Orellana of your prescribed textbook by Hugo and Lenyai.
We now move on to discuss the different factors to consider when teaching speaking skills.

Factors to Consider when Teaching Speaking Skills
In this section of the lesson, we discuss the different factors to consider when teaching
speaking as a FAL. To do this, we discuss the following points:
 classroom factors that influence speech acquisition; and

 personal factors that influence speech acquisition.
Classroom factors that influence speech acquisition
In this subsection, we discuss classroom factors that influence speech acquisition in the
Foundation Phase.
Classroom factors that can affect speech acquisition include the language input they receive
within the classroom as well as the output opportunities they have to use their FAL. The
nature of the English lessons can also influence speech acquisition as lessons should
promote interaction and include a lot of questions. The teacher's attitude can also play a
role within the classroom when it comes to learners' willingness to speak and develop their
FAL speaking skills. As a FAL teacher, you must encourage speaking in the FAL and create a
classroom environment that is accepting of mistakes. Also, use your body language and tone
of voice in mind when working with FAL learners. Use methods that are interesting and
interactive when teaching FAL speaking skills. Although repetition is important, avoid drill
exercises, rather find innovative ways to expose learners to vocabulary and sounds.
We now move on to discuss personal factors that can also affect speech acquisition and that
you should keep in mind when teaching a FAL.
Personal factors that influence speech acquisition
In this subsection, we discuss the personal factors that can influence learners' speech
acquisition.
Personal factors include learners' aptitude for languages, their motivation to learn the FAL,
their personality as well as age. Learners who have an aptitude for learning languages, who
are motivated and encouraged as well as those who are outspoken, confident and
extroverted might find it easier to develop their FAL speaking skills. Younger learners have
also been found to develop speaking skills in a FAL more easily and with native language
proficiency (limited accent).
We now move on to discuss the influence of the Home Language since in a multilingual
country you as a FAL teacher should be aware of how a learner's other languages could
affect his FAL speaking skills.

Influence of the Home Language
In this section of the lesson, we discuss the influence of the Home Language on the
acquisition of the FAL.
In Lesson 3, we discussed Jim Cummins' interdependence theory where you learnt about
CUP and how the Home Language could affect the development of the FAL. In this section,
we focus on the role of the Home Language when developing speaking skills in a FAL.
It is important to note that the role and the influence a Home Language has on the
development of a FAL is controversial as there is very limited evidence or empirical data that
can substantiate claims about Home Language. However, you need to know about the
different arguments on how Home Language can positively as well as negatively affect
learners' cognitive skills, pronunciation and vocabulary development.
We now move on to discuss the role of formal instruction of the FAL, as a way of teaching
FAL skills.
The Role of Formal Instruction

In this section of the lesson, we discuss the role of formal instruction. Formal instruction can
be viewed as the teacher's involvement in a lesson or as a teacher-centred / dominated
approach to teaching and learning.
Latest research warns you to avoid traditional and teacher-centred approaches such as
formal or direct instruction but rather use interactive, learner-centred and communicative
approaches such as paired learning, discussions and different questioning techniques.
We now move on to discuss different teaching and learning strategies that promote the
development of FAL speaking skills.
The Teaching and Learning of FAL Speaking Skills

In this section of the lesson, we discuss different strategies that you can use when teaching
FAL speaking skills. To do this, we discuss the following points:
 recommended approaches;
 a language rich classroom; and
 teaching English vocabulary.

Recommended approaches and techniques
In this subsection, we will discuss recommended FAL teaching and learning approaches and
techniques. Research has taught us that traditional approaches and techniques that are
teacher-centred and structural-orientated such as grammar-based and the audio-lingual
approach, are not ideal and are therefore strongly discouraged.
Approaches and techniques that promote communication and interaction and that are fun
and learner-centred such as the TPR approach and the communicative approach are
encouraged. Teaching techniques such as storytelling and listening to stories aloud, singing
songs, puppetry, language games, dramatisation such as role-play and dialogue also
promote learners' FAL development.
 Read pages 80 to 83 and 93 to 98 in Chapter 4 of your prescribed textbook by Hugo and

Lenyai.
It is important to remember that careful planning is necessary when teaching FAL lessons
and you should actively look for opportunities where learners can interact and
communicate.
Read the lesson plan on page 98 in Chapter 4 of Teaching speaking skills in English as a
First Additional Language by Hugo and Lenyai. How would you improve that lesson to
make it more interactive and fun?
Make at least three suggestions.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Answer: The suggested answer is available on ECI.
We now move on to discuss what a language-rich classroom should look like as it could help
learners successfully acquire FAL skills.
A language-rich classroom
In this subsection, we will discuss what a language-rich classroom should look like in an
attempt to develop learners' FAL skills.

Preparing your classroom is extremely important when you plan on teaching a language,
especially a FAL. Just as you plan your FAL lessons, you should plan for the learning
environment. You need to make sure that your classroom is print-rich and full of resources
that are well arranged and accessible to your learners. A language rich classroom can include
the following: a book corner / reading collection, labels on the walls, a discovery table, a
collection shelf, word wall and a news bulletin board. The use of technology can also help
teachers establish a language rich classroom. The use of blended learning (also known as
hybrid learning) approach and resources such as gamification and multimodal resources, can
contribute to learners' FAL learning experience. Do some research on interactive online
teaching platforms such as Kahoot.it, Menti.meter, Boom Learning, Google Classroom,
Interactive digital whiteboard applications and Factile.
We now move on to discuss how you can develop learners' English FAL vocabulary since
vocabulary is an important aspect of being able to speak, read and write in a language.
Teaching English vocabulary
In this subsection, we will discuss the teaching of English vocabulary. Vocabulary plays a very
important part in the development of learners' FAL proficiency. Learners need knowledge of
vocabulary to speak, read and write. They also need vocabulary to understand what they
hear when listening to others speak. Vocabulary can therefore be oral or print, receptive or
productive.
As a teacher, it is important that you expand your learners' FAL vocabulary by exposing them
to new vocabulary every week and recycling the vocabulary that was taught. Explicit phonics,
word building and vocabulary lessons as well as drilling / repeating sight words, can develop
learners' vocabulary. Learners' vocabulary can also be expanded indirectly during reading
lessons and through the vocabulary, you as the teacher expose them to remember when
teaching vocabulary to use a wide variety of resources such as word cards, pictures, posters
or children's literature. Further, teach vocabulary according to the different word families
and language rules.

After reading pages 59 to 71 in Chapter 4 of Teaching speaking in English as a First

Additional Language, make a list of at least 10 activities that can promote the development
of learners' FAL vocabulary.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Answer: The suggested answer is available on ECI.
We now move on to discuss the FAL CAPS requirements that you need to consider when
teaching a FAL in the Foundation Phase.
CAPS Requirements: FAL Speaking Skills

In this section of the lesson, we discuss the CAPS requirements regarding FAL speaking skills.
This section directly relates to Lesson 3 as listening and speaking are grouped together
within the CAPS.
To refresh your knowledge, read the following pages again, but focus on the speaking
aspect.
 Read pages 9, 18 and skim through pages 23 to 86 in the FAL CAPS document.
Let's have a look at Table 2 again (an extract from the FAL CAPS document) in Lesson 4, but
this time focus on the speaking objectives that learners need to reach within the three
grades.

When reading through the CAPS requirements with regards to the teaching of speaking, it is
evident that the speaking objectives in Grade 1 are more focused on building vocabulary and
responding to questions whereas Grade 3 objectives require more expressive skills such as
participating in a conversation and performing a rhyme, poem or song.
We now move on to discuss the assessment of speaking skills as it could help inform your
teaching and learning opportunities.
Speaking Assessment
In this section of the lesson, we discuss the assessment of speaking skills in the Foundation
Phase. You can use a variety of methods or techniques when assessing learners' speaking
skills. However, you must consider what it is that you want to assess concerning speaking.
According to Blunden-Greeff and Motilal (2014) and Bester (2019a) there are various
speaking assessment criteria that you can assess such as learners':
 vocabulary and grammar use;

 intonation;
 pronunciation, clarity or audibility;
 facial expression;
 confidence;
 ability to retell a story or event;
 ability to spontaneously participate in a conversation;
 ability to respond / answer questions;
 range of ways to express themselves;
 ability to adapt their talk to the listeners (audience);
 ability to sustain their talk to develop thinking and reasoning; and
 ability to clarify ideas, describe, justify views or persuade others.
No matter what your objective is, make sure your focus and assessment criteria are clear
and that you assess what you intend to assess. Also, make sure that the assessment of
speaking takes place in a relaxed and calm environment.
Remember that speaking can be assessed formally as well as informally. Look at the Figure 1
again (extract from the FAL CAPS document) in Lesson 4. In this figure, the CAPS
requirements for Grade 1, Term 1 is given with regards to the formal and informal
assessment that should take place.
Finally, speaking skills are mostly assessed through observation. You can make use of
different observation methods such as checklists, rubrics or only making observational
notes.
Now complete Application Activity 4 that follows.

It is time for you to collect as much information as you can about speaking assessment
tasks. Do a wide search on Google as well as Pinterest for ideas. After going an extensive
search and doing all of the prescribed reading for Lesson 5, design your own speaking
assessment task for any grade in the Foundation Phase.
When designing your task, make sure the speaking assessment criteria are clear and
grade-appropriate. Use the CAPS document to guide you regarding the grade
requirements.
For now, it's time to end our discussion on Teaching Speaking Skills in English as a First
Additional Language and move on to discuss Teaching Reading in English as a First Additional
Language. We do this in Lesson 6. Only move on to Lesson 6 if you are comfortable that you
understand the content presented in this lesson. Don't forget that you can easily contact a
tutor for personal help if you would like it.

Lesson 6: Teaching Reading in English as a First
Additional Language
 Pages 99 to 113 of Chapter 5: Teaching reading in Teaching English as a First Additional

Language by Coltman and Jean Place.
 Pages 114 to 147 of Chapter 6: Strategies for teaching reading in Teaching English as a
First Additional Language by Coltman and Jean Place.
 Pages 12 to 16 and 19 to 20 and 87 of the English First Additional Language Grades R-3
CAPS document.
 Fluency: Introduction & Video. www.readingrockets.org/teaching/reading101-
course/modules/fluency-introduction
 Fluency: In-Depth and www.readingrockets.org/teaching/reading101-
course/modules/fluency/in-depth
 Comprehension: Introduction and video:
www.readingrockets.org/teaching/reading101-course/modules/fluency-introduction
 Fluency: In-Depth www.readingrockets.org/teaching/reading101-
course/modules/fluency/in-depth
 Teaching reading: sites.google.com/view/all-about-reading-joycewest/teaching-reading
 Reading assessment: sites.google.com/view/all-about-reading-joycewest/reading-
assessment
 Readability of text: sites.google.com/view/all-about-reading-joycewest/determing-the-
readability-of-text
through the lesson.
Introduction
We start this lesson by discussing what reading entails as well as all of the different reading
skills that need to be developed in Foundation Phase classrooms. We then discuss how
reading should be taught based on the different reading models that should inform reading
instruction / practice. We then discuss some of the challenges that learners and teachers
might experience during the teaching and learning of FAL reading. We then discuss how a
literacy-friendly classroom should look like and the importance of FAL text in the classroom.
Finally, we discuss the different teaching and learning strategies with regards to reading in a
FAL followed by the CAPS requirements and how reading should be assessed in a FAL.

Before we start discussing the different reading skills, complete Writing activity 10 below.
What is reading? Read more in the article 'Reading Matters in the early years'
(West 2020). The link is given below and can also be found on ECI.
sites.google.com/view/all-about-reading-joycewest/teaching-reading.
Now write your own definition for the term reading. When writing your definition consider
the following:
 purpose of reading;
 prerequisites of reading;
 different skills that form part of reading; and
 skills that can be associated with reading.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
We now move on to discuss the different reading skills that form part of reading because as
a FAL teacher you need to make sure that learners develop all of the reading skills.
Reading Skills
In this section of the lesson, we discuss the different reading skills that need to be taught in
the Foundation Phase. The different reading skills include:
 phonics;
 word recognition and vocabulary;
 reading fluency; and
 reading comprehension.

Look at Figure 9 below which outlines a pyramid for a depiction of the different reading
skills.
Figure 9: Different reading skills
 Read pages 99 to 102 of Chapter 5: Teaching reading in English as a First Additional


Read the article 'Reading Matters in the early years' (West 2020) to see how reading can
be viewed as a pyramid or as a rope. Also read about how the brain can use different
sources of information (reading cues) to decode and understand the text that is being read.
The link is given below and can also be found on ECI.
After you have read extensive about reading, design your own metaphor/simile for reading,
for example:
"Reading is like a…"
Different Reading Models

In this section of the lesson, we discuss the different reading models that can be followed
when teaching reading in the Foundation Phase. The following reading models will be
discussed:
 code-emphasis model;
 meaning-emphasis model;
 interactive model; and
 other reading models.
Code-emphasis model
In this subsection, we discuss the code-emphasis model when teaching reading. The code-
emphasis model is also known as the bottom-up approach or phonics approach. This model
is guided by behaviourism – a theory that emphasises repetition, imitation, modelling and
reward or punishment within the learning process. According to the behaviourist
perspectives, learners learn the required behaviour or skills through social and
environmental stimuli (Bester 2019b).
Look at Figure 10 that follows that demonstrates how the teaching of reading using a code-
emphasis model will involve a bottom-up approach where the teacher will start by focusing
on the phonics and slowly and systematically introduce other language and reading-related
skills.

Figure 10: Teaching reading using a code-emphasis model
 Read Pages 103 to 104 of Chapter 5: Teaching reading in English as a First Additional
be taught using a code-emphasis approach. The link is given below and can also be found
on ECI.
On the website, there is a list of teaching strategies from a code-emphasis approach, can
you add more strategies to that list?
We now move on to discuss the meaning-emphasis model that is the opposite of the code-
emphasis model and can also inform your FAL teaching lessons.
Meaning-emphasis model
In this subsection, we discuss the meaning-emphasis model, also known as the top-down
approach. The meaning-emphasis model is informed by the psycholinguistic view / theory of
reading. The psycholinguistic theory views reading as a holistic process, where the focus
should be on comprehension instead of teaching different sub-skills individually. Reading is
therefore global and all the different reading skills are taught / implemented simultaneously
to understand the text being read. Thinking critically, reflecting, predicting and answering
questions about the text is important for the meaning – emphasis model (Bester 2019a).

Look at Figure 11 below that demonstrates how the teaching of reading using a meaning-
emphasis model will involve a top-down approach that starts with comprehension and
throughout the process reading is viewed as a meaningful whole.
Figure 11: Teaching reading using meaning-emphasis model
be taught using a meaning-emphasis approach. The link is given below and can also be
found on ECI.
On the website, there is a list of teaching strategies from a meaning-emphasis approach,

can you add more strategies to that list?
We now move on to discuss the interactive model when teaching reading as this model is
the recommended model according to research.
Interactive model
In this subsection, we discuss the interactive model also known as the balanced approach to
the teaching of reading. This model is a combination of the code-emphasis and meaning-
emphasis model and requires learners to use both text-based and knowledge-based
processes when reading. The interactive model is reading instruction that is balanced since it
focuses on comprehension and decoding.

Look at Figure 12 below that demonstrates how the teaching of reading using an interactive
model will involve a combination of bottom-up and top-down approaches for reading
instruction to take place in a balanced manner.
Figure 12: Teaching reading using an interactive model

Now complete Practical Activity 1 below.
 Practical Activity 1 
You are now aware of the two opposing reading models, the code-emphasis and meaning-
emphasis model. You have also learnt about the interactive model, which is a combination
of the two opposing models.
Using all of the information you have learnt, read the following children's story and explain
how you would teach this story to Grade 3 FAL learners using the interactive model. The
link to the story is given below and can also be found on ECI.
Story: The Tortoise and the Hare

www.storyarts.org/library/aesops/stories/tortoise.html.
Video: The Tortoise and the Hare

vimeo.com/189046741.

Self-reflection 6
After planning your reading lesson in the Practical Activity 1, reflect on the following
questions:
1. How would you start your reading lesson?

2. How would you end / conclude your reading lesson?
3. Which reading strategies would you use?
4. What resources would you need for your lesson?
5. Which reading skill does your lesson focus on?
6. How did you ensure that you are using a balanced/interactive approach?
7. Do you think you lesson included mostly a code-emphasis or meaning-emphasis
model? Or is your lesson 100% balanced?
8. Do you think teachers should always use the interactive model when teaching?
9. How can teachers ensure that they use an interactive model when teaching reading?
NOTE
The model / approach that a FAL teacher uses when planning reading instruction should
be based on the needs and developmental level of the learners. If a teacher has mostly
struggling learners, a bottom-up approach might be best as learners won't be able to
understand long and complicated text with a lot of low-frequency words. Struggling
learners, as well as FAL learners, might need more support and scaffolding, a teacher
might have to focus more on phonics when learning to read in a FAL.
We now move on to discuss other well-known reading models that should also be
considered by FAL teachers when planning their reading lessons and programmes.
Other readings models
In this subsection, we discuss other existing reading models such as the socio-cultural
theories of reading, the ideological model of reading and a further model of literacy. We also
look at literacy as a social practice and the four roles of a reader.
We now move on to discuss some of the reading challenges FAL learners and teachers can
experience and how you can deal with those challenges.

Reading Challenges
In this section of the lesson, we discuss some of the reading challenges that learners and
teachers can experience and how you can deal with those challenges.
Reading challenges could be learner- or teacher-related. There are many reasons why
learners could struggle with reading. Reading can also be divided according to the different
reading skills such as learners who struggle with letter-sound recognition or learners who
still struggle with reading fluency etc. Learners could also be experiencing internal problems
such as perceptual development problems, ADHD or dyslexia.
Challenges teachers could experience when teaching FAL learners how to read could be
related to availability and access to quality teaching and learning material such as children's
literature or graded text. Teachers' challenges, however, could also be related to their own
proficiency in the FAL. Other reading challenges could include dysfunctional schools with
poor or inadequate teaching within the classroom, overcrowded classrooms with large
teacher-learner ratios, poor home conditions with unavailable parents, and the distance
between learners and the school could be a problem as well as a lack of inclusive education.
 Read pages 109 to 112 of Chapter 5: Teaching reading in English as a First Additional
Read the article 'Reading Matters in the early years' (West 2020) to see a list of reading
challenges learners could experience when learning how to read. The link is given below
and can also be found on ECI.
Use the following free website (CANVA), design your own poster about reading challenges
learners could experience. Then share your poster on a social media platform such as
Facebook or Instagram to help share information with other teachers about reading.
The link is given below and can also be found on ECI.
www.canva.com.
We now move on to discuss the importance of a literacy friendly classroom and how you can
ensure that your classroom is print-rich one day.
Literacy-friendly Classroom
In this section of the lesson, we discuss what a literacy friendly classroom looks like and how
you can ensure that you know how to create a literacy friendly classroom environment.

 Read Pages 114 to 116 of Chapter 6: Strategies for teaching reading in English as a First
Additional Language by Coltman and Jean Place.
A literacy-friendly classroom is print-rich and therefore includes a lot of literacy texts such as
posters, word cards, reading material, thematic area, duty chart, weather chart or birthday
calendar. It is important to ensure that your classroom promotes reading by exposing
learners to text and print within the classroom.
Watch the YouTube video 176 PRINT RICH CLASSROOM (Funda Wande 2020) on what
a print-rich classroom in South Africa should look like. The link is given below and can also
be found on ECI.
www.youtube.com/watch?v=nvPLyQ5Szj8.
We now move on to discuss how the different aspects of reading should be taught to ensure
that learners' reading instruction is effective and leads to good readers.
Teaching and Learning Reading Strategies

In this section of the lesson, we discuss how the different reading skills should be taught in
the Foundation Phase. To do this, we will discuss the teaching and learning strategies
according to the sub-reading skills:
 phonics;
 reading comprehension.
Before we start to look at how the different skills are taught, we have to first consider the
general teaching and learning strategies that you can use when teaching any of the reading
skills. The four main teaching and learning strategies include the following:
 shared reading;
 group-guided reading;
 pair reading; and
 independent / silent reading.
 Read pages 13 to 15 of the English First Additional Language Grades R-3 CAPS
document.
Now complete Writing Activity 11 that follows.

Watch the following YouTube video Shared Reading Lesson 1 (Funda Wande 2019)
where the teacher used a shared writing strategy. The link to this article is given below and
can also be found on ECI.
www.youtube.com/watch?v=vRPbJM_AQ7Q&t=308s.
The video has English subtitles. To add subtitles, click the keyboard icon at the bottom of
the YouTube screen, next to 'Settings'.
After watching the video, write down the steps that the teacher used during her shared
writing lesson.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Watch the following YouTube videos on how to plan and implement group-guided reading
lessons. The links are given below and can also be found on ECI.
221 EFal Group Guided Reading (Funda Wande 2020)

www.youtube.com/watch?v=vvGCLsAo9_w.
What I Do for Guided Reading (Teacher Inspiration Station 2018)

www.youtube.com/watch?v=3S2Ny4YX4CIu.
Phonics
In this subsection, we discuss the teaching and learning of phonics as part of reading. The
term phonics refers to the sound system of a language. Phonics is the smallest part / unit of
a sound. When teaching learners about phonics they must learn about letter-sound
relationships as well as how letters can be combined to form new sound blends (digraphs,
trigraphs or vowel blends). Segmenting, blending, decoding and letter formation are skills
that are taught during phonics lessons.

Learners should learn that there are 26 letters in the alphabet. Those 26 letters can make 44
phonemes (sounds) and more than 120 graphemes (spelling choices for sounds). Because
English has so many phonemes and graphemes, phonics lessons can get very complicated.
Phonics sound, therefore, is taught systematically and you should make sure that your own
knowledge about the English sound system is sufficient.
Phonics can be taught using different phonics programmes such as Letterland, Thrash or
Jolly Phonics. Every phonics programme uses its own strategies and also prescribes a
sequence in which sounds should be taught.
When teaching phonics, make sure that your lessons include associations, stories, rhymes,
games and songs. Phonics teaching should be fun. Figure 13 is an example of how the 'a'
sound can be taught by using associations and pictures.
Figure 13: Picture of the phonic 'a'
Watch the YouTube video for the Annie Apple song Annie Apple Letterland Full HD Song
(Shankar Kumar). The link is given below and can also be found on ECI.
www.youtube.com/watch?v=K93fF2fOjEw.
Also, make sure that the sequence in which you teach phonics follow a CVC or CVVC order
(Consonants and Vowels). Following in a specific order such as 's', 'a', 'm', 'I', 't' helps learners
to easily build words. Many reading materials are based on a CVC or CVVC order. There are
some great examples of worksheets that apply these principles on the Scholastic Teachables
website, including this one: https://teachables.scholastic.com/teachables/books/Hens-on-
the-Bed-Short-e-Vowel-CVC-Phonics-Poetry-Page-9780545248709_003.html.

Do your own research on the different phonics programmes that you can use when
teaching phonics. Here are a few links that you can follow to learn more about phonics
programmes and the teaching of phonics. The links are given below and can also be found
on ECI.
Letterland
letterland.co.za/.
Jolly Phonics
www.jollylearning.co.uk/jolly-phonics/.
Thrass
www.thrassafrica.co.za/thrass-in-south-africa.
SSP Spelling strategy

www.speechsoundpics.com/about.
1. Which phonics programme do you prefer and why?
____________________________________________________________________
____________________________________________________________________
2. Which strategies do you think works the best when teaching phonics?
____________________________________________________________________
____________________________________________________________________
You are now aware of different phonics programmes as well as how phonics should be
taught. Using all of the information you have learnt, plan a phonics lesson for a Grade 2
FAL classroom. You have to teach them the 'th' digraph. Your lesson should include the
following:
 lesson objective;
 CAPS objective;
 the learners' prior knowledge;
 theme of your lesson;
 introduction to lesson;
 progression of the lesson: activities and strategies (avoid worksheets);
 closure of lesson;
 resources needed; and
 assessment specifications.

We now move on to discuss the teaching and learning of word recognition and vocabulary as
part of reading.
Word recognition and vocabulary
In this subsection, we discuss the teaching and learning of word recognition and vocabulary
as part of reading. Developing learners' word recognition skills and expanding their
vocabulary requires teachers to plan for direct (explicit) as well as indirect (implicit) teaching
and learning opportunities.
Direct (explicit) teaching and learning opportunities refer to activities where the teacher
exposes learners to new vocabulary and practices the reading and spelling of the words.
Indirect (implicit) teaching and learning opportunities refer to activities that are learner-
centred and where the teacher is only a facilitator who provides learners with the necessary
material, text and opportunities to be exposed to new vocabulary. Indirect teaching and
learning of vocabulary also refer to incidental learning and the acquisition of vocabulary.
Word recognition and vocabulary also require learners to learn high and low frequency
words as well as the ability to decode 'bigger' or unknown words. Teachers can use sight
words, word walls, flashcards and word games to help learners expand their vocabulary.
 Read page 87 of the English First Additional Language Grades R-3 CAPS document.
According to CAPS, you should teach at least five words to learners per day. This means that
you have to teach learners at least 25 words per week and 100 words per month. Learners
must encounter the already known as well as newly taught vocabulary multiple times.
Repeating words is known as the recycling of words within the phonological loop.
 Read pages 116 to 120 of Chapter 6: Strategies for teaching reading in English as a First

When teaching word recognition and vocabulary to FAL learners the use of sight words is
important. There are two well-known sight word lists called the Fry and Dolch list that you
can use. The links to these lists are given below and can also be found on ECI.
Fry sight word list

eduprintables.com/fry-1000-instant-words-lists/.
Dolch sight word list

printables.atozteacherstuff.com/1103/printable-dolch-word-lists/.
After looking at the two different types of lists, create your own list of at least 50 words and
then make flashcards in PowerPoint. Here is a tutorial video on how to make flashcards in
Quizlet: www.youtube.com/watch?v=gKIl-o6b1C0.
Quizlet flashcards
quizlet.com/236676552/sight-words-flash-cards/.
We now move on to discuss the teaching and learning of reading fluency which is a very
important reading skill that FAL learners need to develop.
Reading fluency
In this subsection, we discuss the teaching and learning of reading fluency as a prerequisite
for reading with comprehension. Reading fluency correlates with reading comprehension. In
other words, if you want your learners to read for meaning, they should be able to read
fluently.
Reading fluency refers to learners' word recognition ability, reading accuracy, speed and
expression. Reading fluently requires appropriate phrasing, the recognition of punctuation,
and the connection of ideas while reading. Reading fluently also requires schemata
activation and background knowledge of the text being read.
 Read pages 122 to 129 of Chapter 6: Strategies for teaching reading in English as a

Follow this link to an online article and video about reading fluency. After you have read
the article and watched the video, do the online pre-test (10 questions) to test your own
knowledge of reading fluency. After you have done the online pre-test, read the 'Fluency:
In Depth' article. The links are given below and can also be found on ECI.
Article and video

www.readingrockets.org/teaching/reading101-course/modules/fluency-introduction.
Online Pre-test
www.readingrockets.org/teaching/reading101-course/modules/fluency/fluency-pre-test.
'Fluency: In Depth'
www.readingrockets.org/teaching/reading101-course/modules/fluency/in-depth.
We now move on to discuss the teaching and learning of reading comprehension strategies
that can help learners become more effective readers in a FAL.
Reading comprehension
In this subsection, we discuss the teaching and learning of reading comprehension as an

important aspect of a reading programme. Reading comprehension is the purpose of reading
instruction. Many teachers believe that reading comprehension develops automatically
when reading or can develop without instruction; however, this is not true.
Reading comprehension skills and strategies should be taught and practiced. Reading
comprehension can be promoted during shared reading opportunities, questioning, small
group activities, illustrating dialogues and guided reading activities.
 Read Pages 129 to 138 of Chapter 6: Strategies for teaching reading in English as a

Access the following online article and video about reading comprehension. After you have
read the article and watched the video, do the online pre-test (10 questions) to test your
own knowledge of reading comprehension. After you have done the online pre-test, read
the 'Comprehension: In-Depth' article. The links are given below and can also be found on
ECI.
Article and video

www.readingrockets.org/teaching/reading101-course/modules/comprehension-
introduction.
Online Pre-test
www.readingrockets.org/teaching/reading101-
course/modules/comprehension/comprehension-pre-test.
'Comprehension: In-Depth'
www.readingrockets.org/teaching/reading101-course/modules/comprehension/in-depth.
Strategies and activities that promote reading comprehension focus on helping learners
making sense of what they have read by reflecting on what they have read and thinking
critically about the text. The teacher must ensure that learners understand how to help
themselves when they experience challenges while reading. You should equip learners with
strategies that they can use when they get stuck.
Teach your learners metacognition when reading by having them:
 draw on their prior knowledge;

 draw inferences;
 predict;
 reflect;
 self-monitor;
 use different reading cues (visual, structure and meaning) to help themselves
understand;
 summarise;
 retell the story;
 form mental images;
 annotate when reading;
 use graphic organisers to organise ideas within the text; and
 do sequencing activities.
We now move on to discuss the CAPS requirements of reading that you as a FAL teacher will
have to be aware of when planning your reading lessons and reading assessment
opportunities.

CAPS requirements: FAL Reading and Phonics
In this section of the lesson, we discuss the CAPS requirements for FAL reading and phonics.
 Read pages 12 to 16 and 19 to 20 of the English First Additional Language Grades R-3
CAPS document.
Let's have a look at Figure 14 and Figure 15 below (extracts from the FAL CAPS document),
where the phonics, reading and viewing objectives are set out according to the three grades.
Figure 14: Phonics to be taught in Grades 1, 2 and 3 (DBE 2011:19)
Figure 15: Reading and Viewing to be taught in Grades 1, 2 and 3 (DBE 2011:20)
We now move on to discuss reading assessment and how you can assess the different
reading skills of learners to monitor and help them improve.

Reading Assessment
In this section of the lesson, we discuss how the different reading skills can be assessed
within the Foundation Phase.
The term 'assessment' has to be carefully defined. 'Assessment' should not only be viewed
as an administrative duty that helps teachers gather information about learners' reading
achievement. Assessment is the process by which teachers gain information about learners'
progress and how they should adapt or change their teaching strategies. The well-known
terms 'assessment for learning' and 'assessment of learning' summarise the purpose of
assessment.
Watch the YouTube video Language Assessment: Concepts and Issues (F Tuzi 2013)
about language assessment in the FAL classroom. The link is given below and can also be
found on ECI.
www.youtube.com/watch?v=L_spva8QbXs.
Assessment can take place formally or informally. In the Foundation Phase reading
assessment requires you to assess the different reading skills of learners separately. This can
be done by making sure your assessment methods or tasks have a specific focus. When
assessing reading you can use any of the following methods:
 tests / worksheets with memorandums;

 rubrics with specific criteria;
 checklists for observation; and
 portfolios with a combination of different assessment methods.

Now look at Figure 16 that follows.
• Reading comprehension test/worksheet – Text with different types of

questions (items) – Use Bloom's taxonomy when setting questions – Include
high and low order questions as well as different types of questions (Multiple
choice, sequencing, short answers, complete sentences, fill in the word,
language structure / rules and questions).
• You can also use the Egra reading comprehension test.
Reading • Variety of text should also be used (fiction, non-fiction, information,
comprehension instructional).
• Consider difficulty level of the text – Use graded text (DBE, Platinum,
Oxford).
• Evaluate difficulty level of the text by considering the following: Word count of
text; amount of high / low frequency words in text; length of sentences;
format of text; visual cues in text and punctuation use.
• Use the Fry graph to evaluate difficulty of text.
• Reading aloud observation using checklists/rubrics with specific

criteria.
Oral reading fluency • Running records reading assessment tool.
• Egra reading aloud tool.
Word recognition • One-minute reading test;

• Flash / word cards;
(high, low frequency & sight words) • Speed / timed tests; and
Vocabulary • Word building / identification assessment.
• Dibels / Egra letter/sound identification

Letters & Sounds test;
• Phonics worksheet / test;
(i.e. s, t, h, th, oi, ay, ey, ch etc.) • Identifying rhyming words; and
Phonemic & Phonological awareness • Identifying beginning / middel and end
sounds.
Figure 16: Assessment of different reading skills

In Figure 16, a one-minute reading test, Running Records and Egra assessment tools
were mentioned. Read the article 'Reading Matters in the early years' (West 2020) to find
out more about how to use those tools. The link is given below and can also be found on
ECI.
sites.google.com/view/all-about-reading-joycewest/reading-assessment.
Remember, when designing your own reading assessment tasks / worksheets / tests, keep
Bloom's taxonomy in mind and make sure the readability of the text is appropriate.
Access the links below to read more about readability, how to measure your text's
readability and why it is important:
blog.ung.edu/press/measure-readability/.
sites.google.com/view/all-about-reading-joycewest/determing-the-readability-of-text.

The Fry graph is also a useful tool that can help you determine the readability of your text.
Now try and complete Online Activity 23 below.
Watch the following video about the Fry graph. After watching the video, take any story that
you think is appropriate for the Foundation Phase and determine its readability. Copy and
paste it into the Online Fry Graph calculator. The links are given below and can also be
found on ECI.
Readability and Fry Graph (Taryn Carroll 2019)

www.youtube.com/watch?v=VXxqpI1QLFc.
'Free Readability Tests using the Fry Graph and Raygor Estimate Graph'
readabilityformulas.com/free-fry-graph-test.php.
Now answer these questions:
1. What is the grade level of your text?
_______________________________________________________________
_______________________________________________________________
2. What does the Fry graph tell you about your text readability? Is it appropriate for the
Foundation phase?
_____________________________________________________________________
_____________________________________________________________________
3. How could you adapt the text to make it easier or more difficult?
_____________________________________________________________________
_____________________________________________________________________
Also refresh your memory about Bloom's taxonomy by completing Online Activity 24 below.
Read the article 'What Is Bloom's Taxonomy? A Definition For Teachers' (TeachThought
Staff 2018) about the different verbs you can use when asking learners questions about
the text. The links are given below and can also be found on ECI.
www.teachthought.com/learning/what-is-blooms-taxonomy-a-definition-for-teachers/.

Refer to Practical Activity 1 where we read the story about The Tortoise and the Hare.
Use that text for this activity. Now use that text and follow these steps:
1. Evaluate the readability of the text – you can use the Online Fry graph calculator.
2. Adapt the text to make it grade-appropriate (any Foundation Phase grade)
3. Write five lower order questions and five higher order questions by using Bloom's
taxonomy to guide you.
LOWER ORDER QUESTIONS HIGHER ORDER QUESTIONS

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
NOTE
When designing a reading assessment task – first determine your purpose. In the online
activity, you were asked to write questions for a specific text. If your questions were mostly
open-ended, reflective, required critical thinking about the text, your assessment task is
therefore reading comprehension. If your questions where mostly about the vocabulary or
phonics in the text, then you were assessing their word recognition, vocabulary and
phonics knowledge.
Can you see how the type of questions you ask can determine what you are assessing?
With regards to the readability of the text, The Tortoise and the Hare is according to the
Fry Graph on Grade 6/7 level which means that it is not appropriate for the Foundation
Phase. That doesn't mean you can use the text; it only means that you have to adapt the
text by:
 replacing difficult words / low-frequency words with easier words/high-frequency

words;
 replacing long words (more than two syllables) with shorter words;
 making the sentences / paragraphs /story shorter;
 adding visual cues such as pictures; and
 editing the layout of the text so that it is easier to read.
Always make sure that your reading assessment tasks are valid and reliable by making
sure your questions and text are grade-appropriate and that your focus is clear. Also be
careful of assessing the content of the text – You are assessing their reading skills not
their Life Skills knowledge.

For now, it's time to end our discussion on Teaching Reading in English as a First Additional
Language and move on to discuss Teaching Writing, Spelling and Language Structures in
English as a First Additional Language. We do this in Lesson 7. Only move on to Lesson 7 if
you are comfortable that you understand the content presented in this lesson. Don't forget
that you can easily contact a tutor for personal help if you would like it.

Lesson 7: Teaching Writing, Spelling and
Language Structures in English as a First
Additional Language
 Pages 16 to 17 and 21 to 22 of the English First Additional Language Grades R-3 CAPS
document.
Introduction
We start this lesson by discussing what writing, spelling and language structure in a FAL
entails. We then discuss the different methods, approaches and strategies that you can use
when teaching writing and spelling. Thereafter, we discuss the teaching of grammar and
language structures. Finally, we discuss the CAPS requirements when teaching writing,
spelling and language structures in a FAL and how assessment should take place.
Writing, Spelling and Language structures in English

In this section of the lesson, we discuss what writing, spelling and language structure entails.
A lot of times when talking about writing, other skills such as handwriting, spelling and
language structure knowledge is automatically included or assumed. As a Foundation Phase
teacher, it is extremely important that you distinguish between the different skills involved
when writing. In this lesson, we will discuss the different writing skills that are involved and
have to be taught in a FAL.
According to Merriam-Webster's (2020:n.p) online dictionary, writing is defined as: "the act
or process of one who writes", "the act or art of forming letters and characters"
(handwriting), "a written composition" and "letters or characters that serve as visible signs
of ideas, words, or symbols".
From Merriam-Webster's definition, it is evident that writing includes teaching children

about the formation of letters (handwriting), grammar and language structure, spelling to
communicate messages or ideas in a written manner.

When teaching writing in a FAL the strategies are similar to that of teaching writing in a
Home Language. Handwriting is however a CUP (see Lesson 3), which means that it doesn't
have to be retaught in a FAL as it was already taught in during the Home Language lessons.
Before we can discuss the different methods, approaches and strategies that you can use
when teaching writing, it is important to consider the different stages involved when
teaching writing. See the six stages of teaching writing in Chapter 8.
 Pages 159 to 160 of Chapter 8 of your prescribed textbook by Hugo and Lenyai.
The different writing skills that have to be taught include:
 the writing of stories (writing an introduction and ending);

 the writing of different types of text (letters, reports, newsletters and posters);
 the writing of poems (rhyming words and rhyming patterns);
 the writing of dialogues (direct speech);
 creating / completing graphic organisers;
 using transition words and phrases;
 writing / forming sentences (word order, for example, subject-verb-object);
 writing paragraph (order of sentences / ideas);
 editing their own work;
 using different types of punctuation marks;
 paraphrasing;
 note-taking;
 opinion writing;
 reflective writing;
 persuasive writing;
 word choice and use; and
 grammar and language rules / structure (tenses or plurals).
We now move on to discuss the different methods, approaches and strategies that you can
use when teaching writing.
Methods, Approaches and Strategies when teaching

Writing
In this section of the lesson, we discuss different methods, approaches and strategies that
you can use when teaching writing. To do this, we discuss the following topics:
 scaffolding in writing;
 transcribing;
 shared and modelled writing;
 guided writing;
 creative writing;
 independent writing;
 sentence writing; and
 paragraph writing.

Scaffolding in writing
In this subsection, we discuss scaffolding in writing. Refresh your memory on the term
'scaffolding' by reading about it again in Lesson 3.
Teachers should use a variety of scaffolding techniques in writing as a way to ensure that
differentiated and multi-level teaching takes place. Scaffolding should include:
 providing learners with sentence frames or starters;

 providing learners with word blocks / banks;
 using graphic organisers;
 using 3D and 2D resources;
 practising verbally before writing; and
 visual cues such as picture cards.
 Read pages 149 of Chapter 7 of your prescribed textbook by Hugo and Lenyai.
We now move on to discuss transcribing as part of writing exercises.
Transcribing
In this subsection, we discuss transcribing. Transcribing refers to the copying of text or words
from the board. Transcribing can also be viewed as a form of scaffolding as it helps prepare
learners for their own writing.
We now move on to discuss shared and modelled writing as one of the most important
strategies when teaching writing in a FAL.
Shared and modelled writing
In this subsection, we discuss shared and modelled writing. Shared writing and modelled
writing are similar in that one of the benefits of shared writing is the modelling that takes
place. During shared writing activities the teacher can model the correct writing skills and
behaviour and therefore serve as an example.
Shared writing is a collaborative, interactive and learner-centred strategy. It can also be

viewed as a form of scaffolding as learners learn from one another and support each other's
writing skill development.
When doing shared writing lessons, the whole class must participate in the writing of a
specific text. The teacher must only facilitate the writing and serve as a scribe. The teacher
can also guide, provide advice and correct incorrect writing behaviour. See the nine steps of
shared writing in Chapter 8 of your prescribed textbook.
 Read pages 159 to 161 of Chapter 8 of your prescribed textbook by Hugo and Lenyai.

Remember shared writing means "I do, we do, you do!"
Watch the YouTube video Shared Writing for Small Moments (Courtney Chan 2016) about
persuasive writing. The teacher used a shared writing strategy. After watching the video,
write down the steps that the teacher used during her shared writing lesson. The link to
this article is given below and can also be found on ECI.
www.youtube.com/watch?v=o9nX2laB9q0.
We now move on to discuss guided writing as another collaborative and interactive strategy
when teaching writing in a FAL.
Guided writing
In this subsection, we discuss guided writing as a teaching strategy. Guided writing can also
be viewed as a form of scaffolding within the writing process. Guided writing can take place
in pairs or in groups. During group guided writing activities, learners are usually grouped
according to their different writing abilities. In different groups, learners then complete
different difficulty level writing tasks where the teacher can support them 'where they are
at'.
 Also read pages 162 to 171 of Chapter 8 of your prescribed textbook by Hugo and
Lenyai.

Watch the following videos on Youtube about a Grade 3 teacher doing group guided
writing lessons. After watching the videos, make a group guided checklist for you and your
teacher colleagues one day. The links to these videos are given below and can also be
found on ECI.
171. Core Guided writing Part01 (Funda Wande 2019)

www.youtube.com/watch?v=Vt3CffafKYo.
172. Core Guided writing Part02 (Funda Wande 2019)

www.youtube.com/watch?v=d4RtZ6KlGCw.
The video has English subtitles. To add subtitles, click the keyboard icon at the bottom of
the YouTube screen, next to 'Settings'.
CRITERIA  x
We now move on to discuss creative writing as an important part of writing.
Creative writing
In this subsection, we discuss creative writing and how it should be taught in the FAL
classroom. Creative writing allows learners the opportunity to experiment with writing and
use their imagination. However, when doing creative writing, a process must be followed
that can help guide learners. Creative writing also requires learners to have sufficient
exposure to children's literature. Reading and writing skills come together during creative
writing lessons.
When doing creative writing you have to ensure that the process approach to writing is
followed. The process approach consists of the following five stages:
 Pre-writing activities: This is the planning phase where brainstorming and organisation
of ideas take place. The use of thinking maps and graphic organisers are useful during
this phase.
 Writing: This is where the first draft of the writing task takes place. This can be a group-
guided or independent writing activity.
 Revising: During this phase, the learners can revise and improve their first draft.

 Editing: During this phase, the learner receives feedback from the teacher and then
they make the necessary revisions or confer in groups about their writing. During this
phase, the focus is on fixing spelling, grammar and language structure errors. As the
teacher, you can provide learners with a checklist.
 Publishing: This is the final writing phase. This phase is important as learners have to
experience the purpose of writing which is conveying a message. Publishing
opportunities could include performing their own plays, trying out their own recipes,
reading their stories / poems to the class, putting their posters up on the wall, sending
their letters to someone and sending an email.
Remember, when planning your writing lessons, the five stages can't take place within a day.
Each of those stages can be a lesson by itself or take place over a few weeks. It all depends
on the type of writing text that is being written. The writing of stories can take longer and
should not be rushed.
 Read pages 172 to 174 and 184 to 185 of Chapter 8 of your prescribed textbook by
Hugo and Lenyai.
Plan the following four creative writing lessons as part of the writing process:
1. Pre-writing lesson;
2. Writing lesson (first draft);
3. Revising and editing lesson; and
4. Publishing lesson.
Each of your lessons must have the following:
 lesson objective;
 CAPS objective;
 introduction;
 activity / lesson progression description;
 closure;
 resources needed; and
 assessment specifications.
We now move on to discuss independent writing that needs to gradually develop in the
Foundation Phase.
Independent writing
In this subsection, we discuss independent writing where learners get the opportunity to
explore and experiment by themselves when writing.

We now move on to discuss the writing of sentences and how it can be taught to ensure that
learners know how to write grammatically correct sentences.
Sentence writing
In this subsection, we discuss the writing of sentences. Learning how to write a sentence can
be done in various ways. An important part of writing sentences is the word order that
learners need to be taught, for example, subject-verb-object. Learners also need to be
taught how to make their sentences 'longer' by using describing words (adjectives and
adverbs) as well as transitions and conjunctions (combining sentences – compound
sentences). When teaching learners how to write sentences, teaching them about the use of
different punctuation is also important.
When teaching children how to write, you can use a lot of different strategies such as having
them build sentences using word cards, using speech bubbles, providing learners with 'fill-in'
sentences or giving them keywords to write sentences with. You can also have learners
unscramble 'jumbled sentences'.
Watch the YouTube video How to teach young children to write words and sentences, inc
letter formation (Reading Whisperer 2014) on how to teach learners how to write words
and sentences using 'duck hands', saying the words, listening to the speech sounds,
drawing lines and numbers and working out the sound picture. The link to this article is
given below and can also be found on ECI.
www.youtube.com/watch?v=6QLrF1cX03E.
We now move on to discuss the writing of paragraphs because Foundation Phase learners
need to be able to write at least two paragraphs in Grade 3.
Paragraph writing
In this subsection, we discuss the writing of paragraphs. This is a topic that is often
neglected, it is also not addressed in your textbook.
In the FAL CAPS document, it states that Grade 3 English FAL learners should be able to …
"[w]rite sentences on a familiar topic (at least 6-8 sentences, one or two paragraphs)". The
question is therefore raised, how do you teach learners how to write a paragraph, as it not
often addressed.

The first answer to that question is: "By teaching them how to write sentences". If learners
have the necessary knowledge and skills when it comes to forming paragraphs it will be
much easier for them to learn how to write paragraphs.
Secondly, when teaching learners about paragraphs, the learners first have to identify
paragraphs and analyse the purpose of a paragraph. Thereafter they should be able to
identify and discuss the format of existing paragraphs.
What needs to be in a paragraph? A paragraph can be compared to a burger. Look at the

image at this link: https://bit.ly/3plRht4 for an explanation.
Learners should be taught that a paragraph consists of the following:
 introduction sentence(s) (1-2 topic sentences);

 supporting sentences (1-2 sentences that provide more detail); and
 closing sentences (1-2 sentences that summarises the other sentences in the paragraph
and address the first sentence).
Learners must ensure that all of the sentences in a paragraph must be about the same topic
/ idea / theme. A paragraph should always be between three to six sentences. Summarising
and sequencing exercises or activities help learners develop the necessary skills to be able to
write paragraphs. Do not underestimate the difficulty level of writing a well-structured
paragraph. Always have learners assess their own paragraphs by giving them a checklist.
We now move on to discuss the different methods, approaches and strategies that you can
use when teaching FAL spelling.
Methods, Approaches and Strategies when teaching

Spelling
In this section of the lesson, we discuss how spelling can be taught by using different
methods, approaches and strategies within the Foundation Phase.
Teaching spelling includes teaching learners about the different phonemes as part of reading
but also about the different graphemes each phoneme has. Spelling lessons also include
teaching learners the following:
 blending;
 decoding (word attack);
 segmenting;
 breaking words into syllables;
 identifying beginning, middle and end sounds;
 identifying rhyming words;

 teaching vocabulary using drill exercises; and
 identifying words, phonemes and graphemes within a text.
Can you see how interconnected reading and writing skills are?
It is time to do some research about teaching spelling. Watch the following three videos
where a Grade 3 teacher is teaching learners English vocabulary by using drill exercises,
questioning and puppets. The links are given below and can also be found on ECI.
Part 1
www.youtube.com/watch?v=sJBzvDKoawM.
Part 2
www.youtube.com/watch?v=q7Fuu_s8j2c.
Part 3
www.youtube.com/watch?v=Fc2g4fpaQrw.
1. Rate this teacher's lesson on a scale of one to three stars, one star being poor and
three being Excellent. Write a motivation for your rating using two of your own sources
to substantiate your argument.
_____________________________________________________________________
_____________________________________________________________________
2. How do you think this teacher could improve her lesson and include spelling in her
lessons?
_____________________________________________________________________
_____________________________________________________________________
When teaching spelling it is important to consider the three different layers of information
that spelling represents as it could help inform your spelling instruction. The three spelling
layers include:
 the alphabetic layer;

 the pattern layer; and
 the meaning layer.

1. Explain the word happy according to the three layers of information.
____________________________________________________________________
____________________________________________________________________
2. How would you teach the word happy to Grade 2 learners? Keep the three layers of
information in mind.
____________________________________________________________________
____________________________________________________________________
Spelling can also be taught using the six-step method or the CAT-CALL method.
Furthermore, spelling can also be taught using songs, jumbled letters, pictures, associations,
word building exercises, using alternatives in sentences, puzzles or dictionaries.
When teaching spelling, also keep word families and grammar rules in mind.

 Research Activity 6 
Watch the YouTube video Teaching Spelling in Junior Primary School (PLD 2015) about
teaching spelling and retaining phonic concepts. The video shows you how learners can
learn about phonic concepts by sounding words out writing the sounds down, using colours
for different sounds and using your fingers to count the sounds and to show short and long
sounds. The link to this video is given below and can also be found on ECI.
www.youtube.com/watch?v=FULAvyrByow.
After watching this video, do some of your own research about teaching spelling and
teaching the silent 'e'. Explain in 300 words how you would teach words that end with a
silent 'e'.
________________________________________________________________________
________________________________________________________________________
We now move on to discuss the teaching of grammar and language structures as part of
writing.
Teaching Grammar and Language Structures

In this section of the lesson, we discuss the teaching of grammar and language structure as
part of writing. In the Foundation Phase, learners learn about English grammar and language
structures through listening, speaking and reading lessons. However, during writing lessons,
they have to apply what they have learnt. Writing lessons should also help learners practise
what they have learnt.
Grammar and language structure lessons should include the following:
 phonology: teach learners about phonemes and graphemes;

 semantics: the meaning of different words;
 morphology: word building activities as well as language rules lessons such as the
different plural rules;
 syntax: how sentences should be formed and the subject-verb agreement;
 lexicon: vocabulary lessons; and
 tenses: present and past tense.

Scan this QR or follow the link to test your own English language structure knowledge.
Plurals online test
The link to this test is given below and can also be found on ECI.
quizlet.com/334753950/plural-rules-flash-cards/.
Tenses online test
The link to this test is given below and can also be found on ECI.
quizlet.com/469338901/tenses-flash-cards/.
We now move on to discuss the CAPS requirements when teaching FAL writing lessons.
CAPS Requirements: FAL Writing, Spelling and Language

Structures
In this section of the lesson, we discuss the CAPS requirements with regards to the teaching
of writing, spelling and language structures.
 Read pages 16 to 17 and 21 to 22 of the English First Additional Language Grades R-3
CAPS document.

Let's have a look at Figure 17 and Figure 18 (extracts from the FAL CAPS document), where
the writing and language structure and use objectives are set out according to the three
grades.
Figure 17: Writing objectives for Grades 1, 2 and 3 (DBE 2011:21)
Figure 18: Language structure and use in Grades 1, 2 and 3 (DBE 2011:22)

Self-reflection 7
After reading the CAPS requirements per grade, reflect on the following questions:
1. What are the main differences between the objectives per grade?
2. How does Grade 1 writing objectives differ from Grade 3?
3. How does the writing difficulty level increase over the different grades?
We now move on to discuss how writing, spelling and language structures can be assessed in
the Foundation Phase.
Writing, Spelling and Language Structure Assessment

In this section of the lesson, we discuss the assessment of writing and spelling skills which
includes knowledge of language structures.
 Page 158 of Chapter 7 of your prescribed textbook by Hugo and Lenyai.
When assessing writing, it is important that you keep the purpose of the assessment in
mind. When assessing learners' guided or creative writing tasks, you should preferably use a
rubric with specific criteria. The criteria should include the assessment of learners:
 sentence construction / formation;

 paragraph formation;
 spelling;
 vocabulary;
 use of punctuation marks;
 writing style (flow of arguments / facts / information); and
 originality/creative (optional).
When assessing learners spelling individually, remember to always use the word in context,
for example
Spell the word cat.

For example, the cat jumps into the tree.
Also, remember to repeat the word at least twice. When grading the spelling you can either
give learners one mark per Word Correctly Spelt (WCS) or a Curriculum-Based Measurement
(CBM) approach that gives learners one mark per Correct Letter Sequence (CLS).

Follow this link to learn more about the CLS approach to assessing spelling. The link to
this article is given below and can also be found on ECI.
my.vanderbilt.edu/specialeducationinduction/files/2013/07/IA.Spelling-CBM.pdf.
Figure 19 below is an example of how the spelling words are graded when using a CLS
approach:
Figure 19: Grading spelling words using a CLS approach (Intervention Central 1992)
Table 3 below is an example of the difference between WCS and CLS spelling test results:
SPELLING TEST WORDS LEARNER'S SPELLING OF THE WORD

bat Bat
cat Cat
sat Sat
fat Fat
look Lok
book Book
took Took
cook Cook
seek seek
meek mek
CLS 44 (Sequences correct) Total of 46 95.6%
WCS 8 (words correct) Total of 10 80%
Table 3: Difference between WCS and CLS spelling test results

CLS has been found to increase learners' responsibility, accountability for their own learning.
CLS is recommended as it will also motivate your learners and increase their achievement. It
might feel a bit strange in the beginning, but you will get used to it soon.
To assess learners' spelling, you can also use a norm-referenced / standardised test such as
the Schonell Spelling Test.
Visit the following website from where you can download the Schonell Spelling Test, its
norms and instructions for free. The link is given below and can also be found on ECI.
cdn.learningstaircase.co.nz/assets/Uploads/Printables/Schonell-Spelling-Tests.pdf.
Just be careful with standardised tests as their norms are usually not valid within the South
African context.
And that is the end of Lesson 7! Contact your tutor if anything was unclear. Once you are
happy that you understand the content of this lesson, read the summary of Study Session 2
that follows, and then work through the self-assessment questions that come after that.
Summary of Study Session 2

In Lesson 4, Teaching Listening in English as a First Additional Language, we discussed what
listening skills entail. We then looked at the different factors that should be considered for
the acquisition of listening skills. We also examined the teaching and learning of listening
skills in a FAL as well as the different types of strategies that promote the development of
listening in the FAL. We then outlined the CAPS requirements with regards to listening in a
FAL. Finally, we discussed listening assessment in a FAL.
In Lesson 5, Teaching Speaking Skills in English as a First Additional Language, we discussed

what speaking in a FAL entails. We then examined the different classroom factors that could
influence speech acquisition. We then looked at the possible influence of the Home
Language followed by the role of formal instruction in the FAL classroom. We then explored
the different speaking strategies, methods and activities. Finally, we discussed the CAPS FAL
speaking requirements and speaking assessment.
In Lesson 6, Teaching Reading in English as a First Additional Language, we explored the

different reading skills as well as the three main reading models. We then discussed some of
the challenges that learners and teachers might experience during the teaching and learning
of FAL reading. We then investigated the importance of a literacy friendly classroom. Finally,
we examined different teaching and learning strategies with regards to reading in a FAL
followed by the CAPS requirements and how reading should be assessed in a FAL.

In Lesson 7, Teaching Writing, Spelling and Language Structures in English as a First
Additional Language, we discussed what writing, spelling and language structures entail. We
then looked at the different methods, approaches and strategies that you can use when
teaching writing and spelling. We also explored the teaching of grammar and language
structures. Finally, we discussed the CAPS requirements with regards to teaching writing and
language structures followed by how writing and spelling should be assessed.
Now work through the self-assessment questions that follow to test your understanding of
the contents of Lessons 4, 5, 6 and 7.
Self-assessment Questions and Answers for Study Session 2

Test your knowledge of Study Session 2 by completing the self-assessment questions below.
When you answer the questions, don't look at the suggested answers that we give. Look at
them only after you've written your answers and then compare your answers with ours.
Questions
1. List five different types of listening skills.
2. List the two stages of listening and speaking.
3. Which area of the brain is responsible for language production?
4. List the hearing impairments and various forms of auditory perceptual problems.
5. How many English phonemes should learners be taught to recognise?
6. How can you use the TPR approach to promote learners' listening skills?
7. What are the main differences in the CAPS requirements with regards to the teaching of
listening?
8. How does the learners Home Language could influence their FAL speaking
development?
9. What type of speaking approaches, techniques and strategies promote the

development of FAL speaking skills?
10. Describe a 'language-rich classroom'.
11. List the different reading skills and explain how each of those skills can be taught by
giving practical examples.
12. Name and explain the three main reading models.
13. What do you believe is the best approach to teaching reading in a FAL? Motivate your
answer.

14. List four different teaching of reading strategies.
15. Describe how you can help your learners develop metacognition when reading.
16. What different types of writing skills should be taught in the Foundation Phase? Name
at least one.
17. Describe the writing process.
18. Name five different aspects of spelling that should be taught.
Answers
1. The five different types of listening skills include:
 simple listening;
 discriminative listening;
 interpretive listening;
 listening for information;
 listening to organise information;
 listening for main points;
 listening to identify different points of view;
 critical listening;
 creative listening;
 marginal listening;
 active listening;
 attentive listening; and
 appreciative listening.
2. The two stages of listening and speaking include:
 receiving;
 understanding;
 remembering;
 evaluating; and
 feedback.
3. The Broca's area is responsible for language production.
4. Hearing impairments and various forms of auditory perceptual problems include:
 auditory discrimination;
 auditory sequencing;
 auditory analysis;
 auditory synthesis;
 auditory blending; and
 auditory memory.

5. Learners should be taught to recognise 44 English phonemes.
6. You can use the TPR approach to promote learners' listening skills by using an open-
ended question.
7. Grade 1 is more focused on understanding and responding whereas Grade 3 objectives

require more advanced skills such as critical and reflective listening.
8. Jim Cummins' interdependence theory uses the abbreviation CUP to show how a Home
Language can transfer certain skills and knowledge if the two languages (the Home
Language and the FAL) share similarities. However, little empirical evidence exists to
prove this.
9. TPR approach and the communicative approach are encouraged. Teaching techniques
such as storytelling and listening to stories aloud, singing songs, puppetry, language
games dramatisation such as role-play and dialogue also promote learners' FAL
development.
10. A language-rich classroom can include the following: a book corner / reading collection,
labels on the walls, a discovery table, a collection shelf, word wall or news bulletin
board.
11. Below are the five reading skills. Refer to Lesson 5 and Lesson 6 for information on how
they are taught:
 phonics;
 reading comprehension
12. The three models are as follows:
 Code-emphasis model: Bottom-up approach, informed by behaviourism and

focuses on the teaching of phonics.
 Meaning-emphasis model: Top-down approach, informed by psycholinguistics and
focuses on comprehension skills.
 Interactive model: Balanced approach, uses a combination of bottom-up and top-
down strategies.
13. This is a subjective question and the answers will differ.
14. The four strategies are as follows:
 shared reading;
 group-guided reading;
 pair reading; and
 independent / silent reading.

15. Explain any of the following 10:
 draw on their prior knowledge;

 draw inferences;
 predict;
 reflect;
 self-monitor;
 use different reading cues (visual, structure and meaning) to help themselves
understand;
 summarise;
 retell the story;
 form mental images;
 annotate when reading;
 use graphic organisers to organise ideas within the text; and
 do sequencing activities.
16. The different writing skills that should be taught include:
 the writing of stories (writing an introduction and ending);

 the writing of different types of text (letters, reports, newsletters and posters);
 the writing of poems (rhyming words and rhyming patterns);
 the writing of dialogues (direct speech);
 creating / completing graphic organisers;
 using transition words and phrases;
 writing / forming sentences (word order, for example, subject-verb-object);
 writing paragraph (order of sentences / ideas);
 editing their own work;
 using different types of punctuation marks;
 paraphrasing;
 note-taking;
 opinion writing;
 reflective writing;
 persuasive writing;
 word choice and use; and
 grammar and language rules / structure (tenses or plurals).
17. The process approach consists of the following five stages:
 Pre-writing activities: This is the planning phase where brainstorming and

organisation of ideas take place. The use of thinking maps and graphic organisers
are useful during this phase.
 Writing: This is where the first draft writing task takes place. This can be a group
guided or independent writing activity.
 Revising: During this phase the learners can revise and improve their first draft.
 Editing: During this phase the learner receives feedback from the teacher and then
they make the necessary revisions or confer in groups about their writing. The
focus during this phase is on fixing spelling, grammar and language structure errors.
As the teacher, you can provide learners with a checklist.

 Publishing: This is the final writing phase. This phase is important as learners
should experience the purpose of writing – which is conveying a message.
Publishing opportunities could include performing their own plays, trying out their
own recipes, reading their stories / poems to the class, putting their posters up on
the wall, sending their letters to someone, sending an email.
18. Five different aspects of spelling that should be taught:
 blending;
 decoding (word attack);
 segmenting;
 breaking words into syllables;
 identifying beginning, middle and end sounds;
 identifying rhyming words;
 teaching vocabulary using drill exercises; and
 identifying words, phonemes and graphemes within a text.
Competence Checklist
Now that you've worked through Study Session 2, please check that you can perform the
tasks below.
 I can demonstrate knowledge and understanding of the basic principles that underpin
the ability to listen.
 I can create listening experiences that are grade-appropriate and learner-centred.
 I can design a variety of suitable activities to encourage active participation in listening.
 I can assess the performance of learners' listening skills in a variety of appropriate ways.
 I can demonstrate knowledge and understanding of the basic principles that underpin
the ability to use the spoken language.
 I can develop oral learning experiences that are grade-appropriate and learner-centred,
integrated and anti-biased.
 I can develop a variety of suitable activities to encourage active participation in
speaking.
 I can demonstrate knowledge and understanding of the teacher's role in developing
learners' spoken language.
 I can demonstrate an understanding of the important of assessing learners' spoken
language.
 I can demonstrate knowledge and understanding of how to facilitate the teaching of
reading in English as a First Additional Language.
 I can plan and present grade-appropriate reading activities.
 I can develop appropriate assessment strategies for learners' development of reading in
English.
 I can demonstrate knowledge and understanding of how to facilitate the teaching of
writing in English as a First Additional Language.
 I can plan and present grade-appropriate writing activities.
 I can develop appropriate assessment strategies to assess learners' writing skills.

References
Bester, M. 2019a. 'Listening and speaking: focus on listening'. In: Joubert, I. (ed.). Literacy in
the Foundation Phase. 3rd edn. pp. 56-81. Pretoria: Van Schaik.
Bester, M. 2019b. 'Reading and viewing'. In: Joubert, I. (ed.). Literacy in the Foundation
Phase. 3rd edn. pp. 106-159. Pretoria: Van Schaik.
Blunden-Greeff, L. and Motilal, G. 2014. 'Developing listening and speaking skills through a
print-rich environment'. In: Phatudi, N. (ed.). Introducing English as First Additional
Language in the Early Years. pp. 110-139. Cape Town: Pearsons.
Bower, K. 2019. 'Explaining motivation in language learning: a framework for evaluation and
research'. The Language Learning Journal. 45(5):558-574.
Carroll, T. 2019. Readability and Fry Graph. [online]. Available at:

www.youtube.com/watch?v=VXxqpI1QLFc. [Accessed on 20 September 2020].
Chan, C. 2016. Shared Writing for Small Moments. [online]. Available at:
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Cummins, J. 2001. Negotiating identities: Education for empowerment in a diverse society.

Los Angeles, CA: California Association of Bilingual education.
Department of Basic Education. South Africa. 2011. Curriculum and Assessment Policy
Statement (CAPS). Foundation Phase English First Additional Language Grades R-3. Pretoria:
Government Printing Works.
DeVito, J. A. 2000. The elements of public speaking. 7th edn. New York, NY: Longman.
Ellis, R. 2005. 'Principles of Instructed Language Learning'. Asian EFL Journal. 7(3):9-24.
English First Additional Language Teacher Guides and Learners' Books from the STADIO:
Faculty of Education library.
Flickr. 2011. Parts of a paragraph. [online]. Available at:

www.flickr.com/photos/vblibrary/6123923301. [Accessed on 31 July 2020].
Funda Wande. 2019. 171. Core Guided writing Part01. [online]. Available at:
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Funda Wande. 2020. 176 PRINT RICH CLASSROOM. [online]. Available at:
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Garcia, O., Sylvan, C.E. and Witt, D. 2011. 'Pedagogies and Practices in Multilingual
Classrooms: Singularities in Pluralities'. The Modern Language Journal. 95(3):385-400.
Hugo, A. and Lenyai, E. 2013. Teaching English as a First Additional Language in the
Foundation Phase. Cape Town: JUTA.
Intervention Central. 1992. Curriculum-Based Measurement: A manual for Teachers.

[online]. Available at: www.interventioncentral.org/. [Accessed on 20 July 2020].
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[Accessed on 20 July 2020].
Krashen, S. 1982. Principles and practice in second language acquisition. New

York: Pergamon Press.
Shankar, K. n.d. Annie Apple Letterland Full HD Song. [online]. Available at:
www.youtube.com/watch?v=K93fF2fOjEw. [Accessed on 20 September 2020].
Letterland. 2020. Alphabet Frieze. [online]. Available at: letterland.co.za/?product=alphabet-

frieze. [Accessed on 17 July 2020].
Peal, E. and Lambert, W.E. 1962. 'The relation of bilingualism to intelligence'. Psychology
Monographs: General and Applied. 76(27): 1-23.
Garcia, O. 2009. Bilingual Education in the 21st century: A Global Perspective. Oxford: Wiley.
McREL International. 2014. McREL – The Five Stages of Second Language Acquisition.
[online]. Available at: https://www.youtube.com/watch?v=vNDNNW6LgWM. [Accessed on 8
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Meggitt, C., Bruce, T., and Manning-Morton, J. 2016. Childcare & Education. 6th edn.
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Merriam-Webster dictionary. 2020. Writing. [online]. https://www.merriam-

webster.com/dictionary/writing. [Accessed on 31 July 2020].
Orellana, C. P. M. 2015. Functional MRI of Language Processing and Recovery. [online].

https://www.researchgate.net/publication/295856844_Functional_MRI_of_Language_Proce
ssing_and_Recovery. [Accessed on 20 July 2020].
PLD. 2015. Teaching Spelling in Junior Primary School. [online]. Available at:
www.youtube.com/watch?v=FULAvyrByow. [Accessed on 20 September 2020].
Reading Whisperer. 2014. How to teach young children to write words and sentences, inc
letter formation. [online]. Available at: www.youtube.com/watch?v=6QLrF1cX03E.

Research Features. 2018. Two brain neuroscience: understanding our social selves. [online].
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Republic of South Africa. 1997. Language in Education Policy. [online]. Available at:
https://www.gov.za/documents/language-education-policy-
0?gclid=EAIaIQobChMInoXC5Ju76gIV34BQBh1UqguBEAAYASAAEgJEc_D_BwE.
Rounds, M. 2010. Stephen Krashen on Language Acquisition. [online]. Available at:
www.youtube.com/watch?v=NiTsduRreug. [Accessed on 20 September 2020].
Scholastic Teachables. 2020. [online]. Available at:

https://teachables.scholastic.com/teachables/books/hens-on-the-bed-short-e-vowel-cvc-
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Swain, M. and Lapkin, S. 2014. 'Additive Bilingualism and French Immersion Education: The
Roles of Language and Literacy'. In: Reynolds, A.G. (ed.) Bilingualism, Multiculturalism, and
Second Language Learning: The McGill Conference in Honour of Wallae E. Lambert.
New York: Psychology Press.
TeachThought Staff. 2018. What Is Bloom's Taxonomy? A Definition For Teachers. [online].
Available at: www.teachthought.com/learning/what-is-blooms-taxonomy-a-definition-for-
teachers/. [Accessed on 20 September 2020].
TED-Ed. 2015. The benefits of a bilingual brain – Mia Nacamulli. [online]. Available at:
https://www.youtube.com/watch?v=MMmOLN5zBLY. [Accessed on 8 July 2020].
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Literacy English

First Additional Language

How to use this Study Guide 5

Learning Outcomes and Assessment Standards 9

Your Study Schedule 10

STUDY GUIDE / LEA301-DL-S1-21-SG / Page (i)

 STADIO (PTY) LTD

STUDY GUIDE / LEA301-DL-S1-21-SG / Page (ii)

Study Guide  STADIO Faculty of Education LEA301-DL-S1-21-SG Page 1

Supplementary Readings / Supplementary Media

Terms used in this Module

Page 2 LEA301-DL-S1-21-SG Study Guide  STADIO Faculty of Education

High frequency words

Low frequency words

Study Guide  STADIO Faculty of Education LEA301-DL-S1-21-SG Page 3

Total physical response

Assessment of this Module

Page 4 LEA301-DL-S1-21-SG Study Guide  STADIO Faculty of Education

Your Study Schedule

Study Sessions and Lessons in this Module

The first study session contains the following three lessons:

 Lesson 1: An Introduction to the CAPS Foundation Phase English First Additional

 Lesson 4: Teaching Listening in English as a First Additional Language;

Study Guide  STADIO Faculty of Education LEA301-DL-S1-21-SG Page 5

Self-assessment during this Module

We explain each type of self-assessment below.

Page 6 LEA301-DL-S1-21-SG Study Guide  STADIO Faculty of Education

Study Guide  STADIO Faculty of Education LEA301-DL-S1-21-SG Page 7

Good Luck with your Studies!

Page 8 LEA301-DL-S1-21-SG Study Guide  STADIO Faculty of Education

LEARNING OUTCOMES ASSESSMENT STANDARDS

Study Guide  STADIO Faculty of Education LEA301-DL-S1-21-SG Page 9

Study Guide  STADIO Faculty of Education

Study Guide  STADIO Faculty of Education

 Department of Basic Education. South Africa. 2011.

Study Guide  STADIO Faculty of Education

 Department of Basic Education. South Africa. 2011.

Study Guide  STADIO Faculty of Education

 demonstrate a basic knowledge and understanding of the structure of the CAPS

Overview of Study Session 1

In lesson 1, An introduction to the CAPS Foundation Phase First Additional Language

In lesson 2, An Introduction to Teaching English as a First Additional Language in the

In lesson 3, Theories and Methods of Teaching English as a First Additional Language, we

Page 14 LEA301-DL-S1-21-SG Study Guide  STADIO Faculty of Education

It's time now to start Lesson 1.

Study Guide  STADIO Faculty of Education LEA301-DL-S1-21-SG Page 15

 Pages 1 and 6 (Section 1), 8 to 17 (Section 2), 18 to 89 (Section 3) and 90 to 92

 Read the Language-in-education Policy (LiEP).

Page 16 LEA301-DL-S1-21-SG Study Guide  STADIO Faculty of Education

Information in the FAL CAPS Document

Study Guide  STADIO Faculty of Education LEA301-DL-S1-21-SG Page 17

 the concept Additive Bilingualism;

The Concept Additive Bilingualism

 Page 8 in the English FAL CAPS document.

 Pages 1 to 4 of the LiEP.

Page 18 LEA301-DL-S1-21-SG Study Guide  STADIO Faculty of Education

Participate in a discussion forum on ECI.

Your definition must be at least three sentences long.

 Do you agree / disagree with their definition? Why?

Now complete Writing Activity 1 that follows.

Study Guide  STADIO Faculty of Education LEA301-DL-S1-21-SG Page 19

Answer: The answers will vary due to subjectivity.

1. Define Additive Bilingualism in your own words.

Page 20 LEA301-DL-S1-21-SG Study Guide  STADIO Faculty of Education