TMS3720/101/0/2024

Tutorial Letter 101/0/2024

Teaching Additional Languages

(FAL and SAL) in the Senior Phase

TMS3720

Year Module
Name of Department:
Department of Language Education, Arts and
Culture
IMPORTANT INFORMATION
Please register on myUnisa, activate your myLife e-mail account and
make sure that you have regular access to the myUnisa module
website, TMS3720-24-Y, as well as your group website.

Note: This is a fully online module. It is, therefore, only available on myUnisa.

BARCODE

Open Rubric
 CONTENTS

Page

1 INTRODUCTION ............................................................................................................................ 2
2 MODULE OVERVIEW .................................................................................................................... 5
2.1 Purpose .......................................................................................................................................... 5
2.2 Outcomes ....................................................................................................................................... 5
3. CURRICULUM TRANSFORMATION…………………………………………………………………… 6

4. LECTURER(S) AND CONTACT DETAILS………………………………………………………………6

4.1 Lecturer (s) ………………………………………………………………………………………………….. 6

4.2 Department ……………………………………………………………………………………. ……………7

4.3 University ……………………………………………………………………………………………………7

5. RESOURCES ………………………………………………………………………………………………..7

5.1 Prescribed book(s) …………………………………………………………………………………………. 7

5.2 Recommended book(s) …………………………………………………………………………………… 7

5.3 Electronic reserves (e-reserves) …………………………………………………………………………..7

5.4 Library services and resources …………………………………………………………………..8

6. STUDENT SUPPORT SERVISES ……………………………………………………………..9

6.1 First-Year Experience Programme ……………………………………………………………… 10

7. STUDY PLAN ……………………………………………………………………………………...11

8. HOW TO STUDY ONLINE ………………………………………………………………………..13

8.1 What does it mean to study online ………………………………………………………………13

9. ASSESSMENT …………………………………………………………………………………… 13

9.1 Assessment criteria …………………………………………………………………. ………….. 13

9.2 Assessment plan ………………………………………………………………………………… 17

9.3 Assessment dates ……………………………………………………………………………… ..19

9.4 Submission of assessments ……………………………………………………………………..19

9.4.1 Types of assessments ………………………………………………………………………... 20

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 TMS3720/101/0/2024

9.5 The assessments ……………………………………………………………………………….. 21

9.6 Other assessments methods ……………………………………………………………………. 21

10. ACADEMIC DISHONESTY …………………………………………………………………… 21

10.1 Plagiarism ……………………………………………………………………………………….. 21

10.2 Cheating ………………………………………………………………………………………… 21

10.3 Link ………………………………………………………………………………………………...22

11. STUDENTS LIVING WITH DISABILITIES …………………………………………………… 22

12. FREQUENTLY ASKED QUESTIONS …………………………………………………………. 23

13. SOURCES CONSULTED ……………………………………………………………………….. 23

14. IN CLOSING …………………………………………………………………………………… 23

ANNEXTURES……………………………………………………………………………………….. 23

Annexure A: Honesty Declaration ………………………………………………………………......23

Annexure B: Request to submit Assessment 05………………………………………………….. 24

Annexure C: Definition of action verbs: ……………………………………………………………..25

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1 INTRODUCTION
Dear Student

Unisa is a comprehensive open distance e-learning (CODeL) higher education institution.

The comprehensiveness of our curricula encapsulates a range of offerings, from strictly
vocational to strictly academic certificates, diplomas and degrees. Unisa’s “openness” and its
distance e-learning character result in many students registering at Unisa who may not have
had an opportunity to enrol in higher education. Our CODeL character implies that our
programmes are carefully planned and structured to ensure success for students ranging
from the under-prepared but with potential to the sufficiently prepared.

Teaching and learning in a CODeL context involves multiple modes of delivery ranging from
blended learning to fully online. As a default position, all postgraduate programmes are
offered fully online with no printed study materials, while undergraduate programmes are
offered in a blended mode of delivery. The blended mode of delivery means printed study
materials are augmented with online teaching and learning via the learner management
system – myUnisa. In some instances, undergraduate programmes are offered fully online as
well.

Furthermore, our programmes are aligned with the vision, mission and values of the
University. Unisa’s commitment to serve humanity and shape futures combined with a clear
appreciation of our location on the African continent, Unisa’s graduates have distinctive
graduate qualities which include:

• independent, resilient, responsible and caring citizens who are able to fulfil and serve
in multiple roles in their immediate and future local, national and global communities

• having a critical understanding of their location on the African continent with its
histories, challenges and potential in relation to globally diverse contexts

• the ability to critically analyse and evaluate the credibility and usefulness of
information and data from multiple sources in a globalised world with its ever-
increasing information and data flows and competing worldviews

• how to apply their discipline-specific knowledges competently, ethically and creatively

to solve real-life problems

• an awareness of their own learning and developmental needs and future potential

Note that this module is fully online.

Whether a module is offered either as blended (meaning that we use a combination of printed
and online material to engage with you) or online (all information is available via the internet),
we use myUnisa as our virtual campus. This is an online system that is used to administer,
document and deliver educational material to you and support engagement with you. Look
out for information from your lecturer as well as other Unisa platforms to determine how to
access the virtual myUnisa module site. Information on the tools that will be available to

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 TMS3720/101/0/2024

engage with the lecturer and fellow students to support your learning will also be
communicated via various platforms.

You are encouraged to log into the module site for TMS3720-24-Y on myUnisa regularly (that is,
at least twice per week).

Because TMS3720-24-Y is a fully online module, you will need to use myUnisa to study and
complete the learning activities for this module. Visit the website for [module code] on myUnisa
frequently.

We wish you every success with your studies!

2 MODULE OVERVIEW
2.1 Purpose

Students who have completed this module successfully will be able to:

• acquire the knowledge, skills, values and attitudes that will enable them to teach
languages in the senior phase
• integrate knowledge and skills acquired from other modules in the qualification such as
Instructional studies, Curriculum Development and Implementation, Assessment,
Classroom management, Inclusive Education and the disciplinary knowledge in the
subject to develop and enhance their teaching ability, preparing them to fulfil their roles
as a classroom teacher in the varying contexts of South African classrooms
• acquire, integrate and practice their foundational, practical and reflexive competences to
prepare them to facilitate the teaching and learning of languages on a beginner teacher’s
level

2.2 Outcomes

For this module, you will have to master several outcomes:

Specific outcome 1

Explain the concepts related to their teaching subject within the teaching and learning
environment in South Africa and understand the effective use of subject content knowledge that
will enhance learning in the classroom situation.

Specific outcome 2

Discern and critically evaluate the contestable standpoints regarding the various teaching
methods, learning strategies, and teaching media that might be applicable to the teaching of an
additional language in different contexts.

Specific outcome 3

5
Discern and critically evaluate the contestable standpoints regarding the various teaching
methods, learning strategies, and teaching media that might be applicable to the teaching of
reading and viewing in an additional language in different contexts.

Specific outcome 4

Discern and critically evaluate the contestable standpoints regarding the various teaching
methods, learning strategies, and teaching media that might be applicable to the teaching of
writing and presenting in an additional language in different contexts.

Specific outcome 5

Critically evaluate the contestable standpoints regarding the various teaching methods, learning
strategies, and teaching media that might be applicable to the teaching of Language Structures
and Conventions in an Additional Languages in different contexts.

Specific outcome 6

Plan, design, teach and reflect on lessons in the teaching of Additional Languages.

Describe how they prepare a classroom for teaching.

Specific outcome 7

Locate, conduct and reflect on assessment in the teaching of Additional Languages.

3 CURRICULUM TRANSFORMATION
Unisa has implemented a transformation charter, in terms of which the university has placed curriculum
transformation high on the teaching and learning agenda. Curriculum transformation includes student-
centred scholarship, the pedagogical renewal of teaching and assessment practices, the scholarship of
teaching and learning, and the infusion of African epistemologies and philosophies. All of these will be
phased in at both programme and module levels. As a result, you will notice a marked change in the
teaching and learning strategy implemented by Unisa, together with the way in which the content is
conceptualised in your modules. We encourage you to embrace these changes during your studies at
Unisa in a responsive way within the framework of transformation.

4 LECTURER(S) AND CONTACT DETAILS

4.1 Lecturer(s)

The primary lecturer for this module is Dr KG Nkumane.

Nkoana Simon Radipere Building, Office 6-97
Department: Language Education, Arts and Culture
Telephone: (012) 429 8713
E-mail: nkumakg@unisa.ac.za

4.2 Department

You can contact the Department of Language Education, Arts and Culture as follows:

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 TMS3720/101/0/2024

Telephone number: 012 429 4146 / 012 429 3783

E-mail: majekz@unisa.ac.za or maphojm@unisa.ac.za

4.3 University

When you communicate with someone at the university, always provide your student number
and module code in the subject line of your e-mail or in your correspondence. Please do not
address enquiries to different departments (e.g., Assignments and Library Services) in the same
e-mail. Instead, please write to each department separately.

Contact addresses of the various administrative departments appear on the Unisa website:
http://www.unisa.ac.za/sites/corporate/default/Contact-us/Student-enquiries.

Please include the student number in all correspondence.

5 RESOURCES
5.1 Prescribed book(s)

There is no prescribed book for TMS3720. You will receive the following material from the
university for this module:

• Study guide for TMS3720

• Tutorial Letter 101 for TMS3720

You also need to download from the internet the CAPS document for the first additional and
second additional languages that you intend to teach (https://www.education.gov.za/).

5.2 Recommended book(s)

Van der Walt, C & Evans, R. 2019. English language teaching in a multilingual context. 5th
edition. Pretoria: Van Schaik.
Recommended books can be requested online, via the library catalogue.

5.3 Electronic reserves (e-reserves)

You can download e-reserves from the library webpage. To find more information about e-
reserves, visit: http://oasis.unisa.ac.za/search/r

You must download the following e-reserves (articles) that will assist you in answering the
assignment questions:

1. Alaye, A & Tegegne, W. 2021. The Roles of the Teachers and Students in the
Integrative Language Teaching Approach and Factors That Affect the Use of the
Approach in Actual Classroom: Review Article. Journal of Literature, Languages and
Linguistics, 80:1-6. Available at: https://core.ac.uk/download/pdf/234676727.pdf.
2. Akcaoğlu, MO & Arsal, Z. 2022. The effect of multicultural education on preservice
teachers’ attitude and efficacy: testing Bank’s content integration dimension. Participatory
Educational Research (PER), 9(2):343-357. Available at: http://www.perjournal.com.

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 3. Bahtiyorjon o’g’li, AM & Zoirjon qizi, OS. 2022. Communicative method – a new
approach in the practice of teaching foreign language. International Scientific Journal,
1(6):778-783. Available at: https://doi.org/10.5281/zenodo.7191438.

4. Chaika, O. 2023. Multicultural education in foreign language teaching: task-based

approach. International Journal of Social Science and Human Research, 6(3):1476-1482.
Available at: http://www.ijsshr.in/https://www.researchgate.net/profile/Oksana-
Chaika/publication/369143274_Multicultural_Education_in_Foreign_Language_Teaching_Task.

5. Kosimov, A. 2022. The importance of choosing appropriate assessment tools in

language teaching and its impact to second language acquisition. British View Multidisciplinary
Journal, 7(1):15-32. Available at: http://britishview.co.uk.

6. Rambe, SS. 2017. Communicative language teaching. English Education, 05 (2),

pp. 54-66. Available at: http://jurnal.iain-
padangsidimpuan.ac.id/index.php/EEJ/article/viewFile/1180/982.

7. Sadiku, LM. 2015. The importance of four skills reading, speaking, writing, listening in a
lesson hour. European Journal of Language and Literature Studies, 1(1):29-31. Available at:
https://revistia.org/files/articles/ejls_v1_i1_15/Lorena_Manaj.pdf.

8. Van der Walt, C. 2018. The category language structures and conventions in the caps for
English first additional language: a critical analysis. Journal for Language Teaching, 52(1):170 –
200. Available at: https://dx.doi.org/10.4314/jlt.v52i1.9.

5.4 Library services and resources

The Unisa Library offers a range of information services and resources. The library has
created numerous library guides, available at http://libguides.unisa.ac.za

Recommended guides:

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

• For more detailed library information, go to
http://www.unisa.ac.za/sites/corporate/default/Library
• To access frequently asked questions (FAQs), go
to https://www.unisa.ac.za/sites/corporate/default/Library/Frequently-Asked-Questions
• For research support and services such as the Personal Librarian service and the
Information Search Librarian’s Literature
Search Request (on your research topic) service, go
to http://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Research-
support.
• For library training for undergraduate students, go
to https://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Training
• For lending services, go
to https://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Lending-services
• For postgraduate students services, go
to https://www.unisa.ac.za/sites/corporate/default/Library/Services-for-Postgraduates

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• For support and services for students with disabilities, go

to https://www.unisa.ac.za/sites/corporate/default/Library/Services-for-students-with-special-
needs
• For Library Technology Support, go to https://libguides.unisa.ac.za/techsupport
• To find and use library resources and tools, go to
http://libguides.unisa.ac.za/Research_skills
• To access A–Z list of library databases, go to https://libguides.unisa.ac.za/az.php

Important contact information:

• Technical problems encountered in accessing library online services: Lib-
help@unisa.ac.za
• General library-related queries: Library-enquiries@unisa.ac.za
• Queries related to library fines and payments: Library-fines@unisa.ac.za
• Interlibrary loan service for postgraduate students: libr-ill@unisa.ac.za
• Literature Search Service: Lib-search@unisa.ac.za
• Social media channels – Facebook: UnisaLibrary and Twitter: @UnisaLibrary

6 STUDENT SUPPORT SERVICES

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

This brochure contains important information and guidelines for successful studies through
Unisa.

If you need assistance regarding the myModules system, you are welcome to use the following
contact details:

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

• E-mail: mymodule22@unisa.ac.za or myUnisaHelp@unisa.ac.za

You can access and view short videos on topics such as how to view your calendar, how to
access module content, how to view announcements for modules, how to submit assessment
and how to participate in forum activities via the following link: https://dtls-
qa.unisa.ac.za/course/view.php?id=32130

Registered Unisa students get a free myLife e-mail account. Important information, notices
and updates are sent exclusively to this account. Please note that it can take up to 24 hours
for your account to be activated after you have claimed it. Please do this immediately after
registering at Unisa, by following this link: myLifeHelp@unisa.ac.za

Your myLife account is the only e-mail account recognised by Unisa for official
correspondence with the university and will remain the official primary e-mail address on
record at Unisa. You remain responsible for the management of this e-mail account.

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6.1 First-Year Experience Programme

Many students find the transition from school education to tertiary education stressful. This is also true in
the case of students enrolling at Unisa for the first time. Unisa is a dedicated open distance and e-
learning institution, and it is very different from face-to-face/contact institutions. It is a mega university,
and all our programmes are offered through either blended learning or fully online learning. It is for this
reason that we thought it necessary to offer first-time students additional/extended support to help them
seamlessly navigate the Unisa teaching and learning journey with little difficulty and few barriers. We
therefore offer a specialised student support programme to students enrolling at Unisa for the first time –
this is Unisa’s First-Year Experience (FYE) Programme. The programme is designed to provide you with
prompt and helpful information about services that the institution offers and how you can access
information. The following FYE services are currently offered:

FYE Website Email Support

www.unisa.ac.za/FYE fye@unisa.ac.za

FYE1500
Post
myUnisa; Study
Registration
Referrals to Skills; Academic &
Orientation Digital Literacies;
other support
services i.e. etc
Counselling;
Reading & Writing
workshops

To ensure that you do not miss out on important academic and support communication
from the Student Retention Unit (SRU), please check your myLife inbox regularly.

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 TMS3720/101/0/2024

7. STUDY PLAN
Task Considerations for each task Progress: √ or X

Task 1: Orientate yourself to the

module by doing the following:

Read through your 2024 Tutorial

Letter 101/0/2024 and the TMS3720
study guide.

Task 2: Orientate yourself to

myModules by doing the following:

Access the TMS3720-24-Y module

site on myModules.

Navigate through the TMS3720-24-Y

module site and familiarise yourself
with the different tools on your
module site.

Task 3: Start preparing for

Assessment 01.
Read through each question
carefully before attempting to
answer the questions.
Finalise Assignment 01 for
submission.
Submit your assessment according
to the due date on myModules.
Task 4: Start preparing for
Assessment 02.
Read each question thoroughly and
analyse it to understand what it
requires from you.
Finalise Assignment 02 for
submission.
Submit your assignment according
to the due date on myModules.
Read through your study guide
to find relevant information that
will assist you in answering the
questions for Assessment 01.
Do not guess the answers.
Double check if you really
understood the questions and
also check if provided the
relevant information to answer
the questions correctly.
Finally, submit Assessment 01
for grading.
Search for the information that
is relevant to the question in
your study guide.
Analyse the “question verb”,
and ask yourself: “what does
this question want from me?”
Understanding the verbs that
are used in the questions will
assist you to answer the

11

The tasks for Assessments 03, 04,
and 05 are the same as those for
Assessments 01 and 02.
12
questions appropriately with
understanding.
Also take notice of the mark
allocation for each question.
Mark allocation guides you on
the length of your answer for
each question.
Make use of academic writing
in the completion of your
answers.
Ensure that you are submitting
the correct assessment.
Double check the file that you
upload to ensure that it is the
correct assessment for the
correct module.
Acknowledge all the sources
that you have consulted
through means of a reference
list.
Submit a PDF copy of your
assignment.
The considerations for
Assessments 03, 04 and 05 are
the same as those for
Assessments 01 and 02.
 TMS3720/101/0/2024

8 HOW TO STUDY ONLINE

8.1 What does it mean to study fully online?

Studying fully online modules differs completely from studying some of your other modules at
Unisa.

• All your study material and learning activities for online modules are designed to be
delivered online on myUnisa.
• All your assessments must be submitted online. This means that you will do all your
activities and submit all your assessments on myUnisa. In other words, you may NOT post
your assessments to Unisa using the South African Post Office.
• All communication between you and the university happens online. Lecturers will
communicate with you via e-mail and SMS, and use the Announcements, Discussion
Forums and Questions and Answers tools. You can also use all of these platforms to ask
questions and contact your lecturers.

9. ASSESSMENT
In this module, Teaching Additional Languages (FAL and SAL) in Senior Phase, you will be
expected to demonstrate knowledge and understanding of additional language teaching in a
multilingual context, acquisition theories, additional language learning theories, language
teaching approaches, language teaching principles, and teaching methods for the teaching of
four language skills. These skills include listening and speaking, reading and viewing, writing
and presenting, language structures and conventions as effectively as possible. You will have to
demonstrate the ability to plan and prepare lessons, and to compile and implement
assessments for additional languages.

9.1 Assessment criteria

Specific outcome Assessment criteria

Explain the concepts related to
their teaching subject within the
teaching and learning
environment in South Africa and
1 1.2 Explain their roles as teachers of an additional
understand the effective use of
subject content knowledge that
will enhance learning in the
classroom situation.
We will know that qualifying student teachers are
competent when they can:
1.1 Explain the place, importance and worth of an
additional language
language
1.3 Formulate and elucidate the content and concepts of
an additional language in understandable ways
1.4 Describe different ways of presenting knowledge and

13

Discern and critically evaluate the
contestable standpoints regarding
the various teaching methods,
2 learning strategies, and teaching
media that might be applicable to
the teaching of an additional
language in different contexts.
Discern and critically evaluate the
contestable standpoints regarding
the various teaching methods,
learning strategies, and teaching
3
media that might be applicable to
the teaching of reading and
viewing in an additional language
in different contexts.
Discern and critically evaluate the • Highlight and critically appraise the similarities and
contestable standpoints regarding
4
the various teaching methods,
learning strategies, and teaching
14
facilitating learning in an additional language
1.5 Develop an understanding that the pedagogical
knowledge (subject methodology) combined and
integrated with the subject knowledge and contextual
factors (such as varying classroom situations) can lead
to better teaching and learning
We will know that qualifying student teachers are
competent when they can:
• Highlight and critically appraise the similarities and
differences between the various teaching methods,
learning strategies, and teaching media appropriate to
the teaching of listening and speaking in an additional
language in different contexts
• Choose the most applicable method(s) for the
teaching and learning of different aspects of listening
and speaking in an additional language in different
contexts
• Choose, adapt or design the most applicable teaching
media for teaching different aspects of listening and
speaking in an additional language in different
contexts
• Select and use appropriate technology for teaching
different aspects of listening and speaking in an
additional language in different contexts
• Highlight and critically appraise the similarities and
differences between the various teaching methods,
learning strategies, and teaching media appropriate to
the teaching of reading and viewing in an additional
language in different contexts
• Choose the most applicable method(s) for the
teaching and learning of different aspects of reading
and viewing in an additional language in different
contexts
• Choose, adapt or design the most applicable teaching
media for teaching different aspects of reading and
viewing in an additional language in different contexts
● Select and use appropriate technology for teaching
different aspects of reading and viewing in different
contexts
differences between the various teaching methods,
learning strategies, and teaching media appropriate to
the teaching of writing and presenting in an additional

media that might be applicable to
the teaching of writing and
presenting in an additional
language in different contexts
Critically evaluate the contestable
standpoints regarding the various
teaching methods, learning •
strategies, and teaching media
5 that might be applicable to the
teaching of Language Structures
and Conventions in an Additional •
Languages in different contexts
Plan, design, teach and reflect on •
lessons in the teaching of
Additional Languages
6
Describe how they prepare a
classroom for teaching
TMS3720/101/0/2024
language in different contexts
• Choose the most applicable method(s) for the
teaching and learning of different aspects of writing
and presenting in an additional language in different
contexts
• Choose, adapt or design the most applicable teaching
media for teaching different aspects of writing and
presenting in an additional language in different
contexts
● Select and use appropriate technology for teaching
different aspects of writing and presenting in different
contexts
We will know that qualifying student teachers are
competent when they can:
• Highlight the similarities and differences between the
various teaching methods, learning strategies, and
teaching media appropriate to the teaching of
language structures and conventions in an Additional
Languages in different contexts
Choose the most applicable method(s) for the
teaching and learning of different aspects of language
structures and conventions in Additional Languages
in different contexts
Choose, suitable teaching media for teaching
different aspects of their subjectlanguage structures
and conventions in an Additional Languages in
different contexts
● Implement appropriate technology for teaching
different aspects of language structures and
conventions in an Additional Languages in different
contexts
• Formulate learning intentions according to the criteria
for good formulation
Apply appropriate learning strategies, teaching
methods and teaching media in the planning of
teaching
• Apply the subject content of the curriculum, relevant
pedagogical knowledge and contextual realities to
plan and present lessons in Additional Languages
• Teach lessons and facilitate learning in a simulated
environment
15
 • Reflect on improvements, changes or adaptations in
their teaching practice

• Develop an action plan to acquire Identif learning

needs and while taking full responsibility for their
actions, decision making and use of resources

• Describe an ideal classroom for their subject teaching

Additional Languages

• Describe an ideal classroom for teaching an

additional language

Source innovative ways on how to overcome challenges

in creating a unique classroom atmosphere conducive to
learning Additional Languages in less than perfect
contexts

• Apply assessment principles to design assessments

• Design assessments and instruments that can be

used to assess learners effectively and objectively
according to learning intentions and assessment
criteria

• Apply the requirements for assessment in the

Locate, conduct and reflect on
assessment in the teaching of
7 •
Additional Languages.
curriculum to design assessments at appropriate
cognitive levels and relevant for the school
environment
Make assessment decisions from scenarios/case
studies/practical examples

• Give useful/meaningful feedback on formative

assessments to improve learning

• Record assessments in accordance with curriculum

requirements using scenarios, case studies or
practical examples

● Reflect on assessments and improve, change or

adapt where needed

9.2 Assessment plan

• To complete this module, you will be required to submit four assessments.

• All information about when and where to submit your assessments will be made available
to you via the myModules site for your module.

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 TMS3720/101/0/2024

• Due dates for assessments, as well as the actual assessments are available on the
myModules site for this module.
• Each assessment weighting for the module is 25%.
• All information about when and where to submit your assessments will be made available
to you via the myModules site for your module.
• Due dates for assessments as well as the actual assessments are available on the
myModules site for this module.
• TMS3720 it is a continuous assessment module. It does not have an examination.
• The final mark of the module will compose 100% that shall have been accumulated from
the four formative assessments that you shall have submitted during the year.

The following continuous assessment activities will be graded:

ASSESSMENT TYPE SUBMISSION WEIGHTING

DATE

ASSESSMENT 1: 1 QUIZ ASSESSMENT 06 May 2024 25%

(COMPULSORY)
(20X5 marks =100)
Topics covered in assessment 1:
(100 marks ÷4)
• All the information in CAPS:
25%

ASSESSMENT TYPE DUE DATE WEIGHTING

THREE(3) INDIVIDUAL WRITTEN ESSAY- 75%

TYPE ASSESSMENTS
(25 marks x 3 )
Each learner must submit 3 written
assessments 75 marks

ASSESSMENT 2: 10 June 2024 25%

(Individual written essay-type assessment) (100 marks ÷4)
Topics covered in assessment 2:

• Additional language learning and

teaching in aa multicultural context

• Teaching listening and speaking,

ASSESSMENT 3: 11 July 2024 25 marks

(Individual written essay-type assessment).

•
Teaching reading and viewing in
additional languages
• Teaching writing and presenting
ASSESSMENT 4: 14 August 2024 25%

17
 (Individual written essay-type assessment) (100 marks ÷4)
Topics covered in assessment 4:

• Teaching Language Structures and

Conventions

• Lesson planning and assessment in

additional languages

ASSESSMENT TYPE DUE DATE WEIGHTING

ASSESSMENT 5: Optional/contingency 16 Sept 2024 25%

assessment)
(Individual written essay-type assessment) (100 marks ÷4)

Topics covered in assessment 5:

• A mix of all the language skills:

Listening, speaking, reading and
writing.
Instructions for submission of Assessment
5: (Optional/contingency assessment)

• May be submitted ONLY by those

students who missed the submission of
one of ONLY ONE individual written
essay-type assessment)

• May be submitted ONLY by those

students who need to improve their
marks since this module makes use of
continuous assessment and has no
supplementary or aegrotat assessment
opportunity.

Please note that the optional / contingency

assessment MAY NOT BE DONE to replace
the Quiz assessment or to improve marks

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9.3 Assessment due dates

• There are no assessments due dates included in this tutorial letter.

• Assessments due dates will be made available to you on the myUnisa landing page
TMS3720-24-Y. We envisage that the due dates will be available to you upon
registration.

• Please start working on your assessments as soon as you register for the module.

• Log on to the myUnisa site for TMS3720-24-Y to obtain more information on the due
dates for the submission of the assessments.

9.4 Submission of assessments

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

towards becoming an online institution. You will therefore see that all your study material,
assessments and engagements with your lecturer and fellow students will take place
online. We use myUnisa as our virtual campus.

• The myUnisa virtual campus will offer students access to the myModules site, where
learning material will be available online and where assessments should be completed.
This is an online system that is used to administer, document, and deliver educational
material to students and support engagement between academics and students.

• You can access the myUnisa platform via https://my.unisa.ac.za. Click on the myModules
2024 button to access the online sites for the modules that you are registered for.

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

ensure that you obtain the greatest benefit from the use of the myModules learning
management system. Please access the announcements on your myModules site
regularly, as this is where your lecturer will post important information to be shared with
you.

• When you access your myModules site for the module/s you are registered for, you will
see a welcome message posted by your lecturer. Below the welcome message you will
see the assessment shells for the assessments that you need to complete. Some
assessments may be multiple choice, some tests, others written assessments, some
forum discussions, and so on. All assessments must be completed on the assessment
shells available on the respective module platforms.

• To complete quiz assessments, please log on to the module site where you need to
complete the assessment. Click on the relevant assessment shell (Assessment 01,
Assessment 02, etc.). There will be a date on which the assessment will open for you.
When the assessment is open, access the quiz online and complete it within the time
available to you. Quiz assessment questions are not included in this tutorial letter

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 (Tutorial Letter 101) and are only made available online. You must therefore access the
quiz online and complete it online where the quiz has been created.

• It is not advisable to use a cell phone to complete the quiz. Please use a desktop
computer, tablet or laptop when completing the quiz. Students who use a cell phone find
it difficult to navigate the Online Assessment tool on the small screen and often struggle
to navigate between questions and successfully complete the quizzes. In addition, cell
phones are more vulnerable to dropped internet connections than other devices. If
possible, please do not use a cell phone for this assessment type.

• For written assessments, please note the due date by which the assessment must be
submitted. Ensure that you follow the guidelines given by your lecturer to complete the
assessment. Click on the submission button on the relevant assessment shell on
myModules. You will then be able to upload your written assessment on the myModules
site of the modules that you are registered for. Before you finalise the upload, double
check that you have selected the correct file for upload. Remember, no marks can be
allocated for incorrectly submitted assessments.

9.4.1 Types of assessments and descriptions

All assessments are defined as either optional, mandatory, compulsory or elective.

• Elective assessments
- If not submitted, the student gets no mark for this item.
- The best of the required submissions will count.
• Mandatory assessments
- If not submitted, the student gets no mark for this item.
• Compulsory assessments
- If not submitted, the result on the student’s academic record will be absent.
• Optional assessments
- Students are encouraged to do optional assignment so that it may benefit their
learning.

I. Elective assessments
a. The student is given a choice of which assessments within an identified group to
submit, only the best result(-s), the number of which is specified in advance, will
contribute towards the year mark.
b. Elective assessments must also be grouped into an elective group.
c. For the student to select which assessment to submit, the elective assessments must
be grouped together. For such an elective group, relevant information must be
provided to the student, such as how many of the assessments must be submitted
and how many of the assessment marks should be combined into the year mark.
d. The selection criteria define how marks received for assessments in an elective group
are to be combined into the year mark. Three different criteria may be used for
calculating the year mark:
• The best mark should be used, or
• If the student submits fewer than the required number of assessments per group
or no assignment in a group, a mark of 0% will be used.
• 0% is awarded to all non-submitted or unmarked assessments. A best mark is
then calculated from all items.

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 TMS3720/101/0/2024

II. Mandatory assessments

a. These assessments contribute to the year mark.
b. If a student fails to submit a mandatory assessment no mark is awarded and the year
mark is calculated accordingly. The student will therefore forfeit the marks attached to
this assessment when the final mark for the module is calculated.
III. Compulsory assessment
a. When this assessment is not submitted, the student will fail a Continuous
Assessment module but will be shown as absent from the examination in the case of
other modules.

IV. Optional assessments

a. Students are encouraged to do optional assignment so that it may benefit their
learning.

9.5 The assessments

As indicated in section 9.2 above, you need to complete four assessments for this module.
Details on the assessments….

There are no assessments included in this tutorial letter. Assessments and due dates will
be made available to you on myModules for this module. We envisage that the due dates will be
available to you upon registration.

9.6 Other assessment methods

There are no other assessment methods applicable to this module.

10. ACADEMIC DISHONESTY

10.1 Plagiarism
Plagiarism is the act of taking the words, ideas and thoughts of others and presenting them as
your own. It is a form of theft. Plagiarism includes the following forms of academic dishonesty:

• Copying and pasting from any source without acknowledging the source.
• Not including references or deliberately inserting incorrect bibliographic information.
• Paraphrasing without acknowledging the original source of the information.
10.2 Cheating
Cheating includes, but is not limited to, the following:

• Completing assessments on behalf of another student, copying the work of another

student during an assessment, or allowing another student to copy your work.
• Using social media (e.g. WhatsApp, Telegram) or other platforms to disseminate
assessment information.
• Submitting corrupt or irrelevant files, this forms part of examination guidelines
• Buying completed answers from so-called “tutors” or internet sites (contract cheating).

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 10.3 Link
To obtain more information about plagiarism, follow the link below:
https://www.unisa.ac.za/sites/myunisa/default/Study-@-Unisa/Student-values-and-rules

11. STUDENTS LIVING WITH DISABILITIES

The Advocacy and Resource Centre for Students with Disabilities (ARCSWiD) provides an
opportunity for staff to interact with first-time and returning students with disabilities.
If you are a student with a disability and would like additional support or need additional time for
assessments, you are invited to contact (name and e-mail address of the lecturer must be
inserted) to discuss the assistance that you need.

12. FREQUENTLY ASKED QUESTIONS

The brochure Study @ Unisa contains an A–Z guide on the most relevant study information.

FAQs regarding the TMS3720 module are as follows:

Are my assessments included in this tutorial letter?

No. All assessments will be made available via myUnisa (myModules site) for this module.

Will all my assessments be available upon registration of the TMS3720 module?

No. Your assessments will become available on a staggered basis. As such, your lecturer will
make one assessment available during a period. This will allow you the opportunity to focus
your time on each assessment individually before commencing with the subsequent
assessment.

Are all four assessments compulsory?

Yes, all four assessments are compulsory and should be completed.

What is the importance of submitting my assessments according to the due dates?

The myModules system is set according to the due dates. As such, the system automatically
closes according to the given due dates per assessment.

What is the importance of submitting all my assessments?

Each assessment contributes towards your final promotion mark. Therefore, it is very important
to complete all the assessments.

How do I communicate with my lecturer?

E-mails are the suggested method of communication with your lecturer. When e-mailing your
lecturer, ensure that you use your official myLife e-mail account. Important details to include in
your e-mail are as follows:

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 TMS3720/101/0/2024

• Your student number.

• A clear outline of your query/challenge

• The module code (i.e., TMS3720)

You may also contact your lecturer via telephone.

How often should I access the myModules site?

You should access the myModules site on a regular basis. This will enable you to read
important announcements that your lecturer may post, obtain your study materials and
assessments, and communicate with your lecturer and your peers.

How do I find the TMS3720 module on the myModules site?

The TMS3720 module is defined as TMS3720-24-Y on the myModules site.

How do I access my TMS3720 study material?

You can access all TMS3720 study material via the myModules site under the Official Study
Materials tab.

The Study @ Unisa brochure contains an A–Z guide on the most relevant study information.

13. SOURCES CONSULTED

None.

14. IN CLOSING
If you encounter any problems in your studies, please contact your lecturer as soon as possible
– either by e-mail or telephonically.

We wish you success in your studies!

Your lecturer: Dr KG Nkumane (Primary lecturer for TMS3720)

ANNEXURES
ANNEXURE A: HONESTY DECLARATION

HONESTY DECLARATION FOR THE DEPARTMENT OF LANGUAGE EDUCATION, ARTS AND

CULTURE

Module code: ……………………. Assessment date: ………………. 20….

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1. I know that plagiarism means taking and using the ideas, writings, works or inventions of another as if
they were one’s own. I know that plagiarism not only includes verbatim copying, but also the extensive
use of another person’s ideas without proper acknowledgement (which includes the proper use of
quotation marks) or any attempt to cheat the plagiarism checking system. I know that plagiarism covers
the use of material found in textual sources and from the Internet.

2. I acknowledge and understand that plagiarism is wrong.

3. I understand that my assignment/exam answers must be accurately referenced.

4. This assignment/exam file/portfolio is my own work. I acknowledge that copying someone else’s work,
or part of it, is wrong, and that submitting identical work to others constitutes a form of plagiarism.

5. I have not allowed, nor will I in the future allow anyone to copy my work with the intention of passing it
off as their own work.

6. I understand that I can be awarded 0% if I have plagiarised.

7. I understand that my assignment/exam file/portfolio may be submitted automatically to Turnitin.

8. I confirm that I have read and understood the following Unisa policies:
8.1 Policy for Copyright and Plagiarism
8.2 Policy on Academic Integrity
8.3 Student Disciplinary Code

Name: ……………………………………………… Student no: ..............................

Signed: ……………………………………………. Date: …………………………….

ANNEXURE B: REQUEST TO SUBMIT ASSESSMENT 05

REQUEST TO SUBMIT ASSESSMENT 05

If you were unable to submit Assessments 02, 03 or 04 please send an e-mail to the lecturer.
The e-mail should include the following information:

TMS3720 REQUEST TO SUBMIT ASSESSMENT 05

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 TMS3720/101/0/2024

Student number:

Student name and surname:

Which assignment was not submitted:

Reason why the assignment was not submitted:

Which supporting documents are attached?

ANNEXURE C: DEFINITION OF ACTION VERBS

ACTION VERB DEFINITION

Define Give the subject’s meaning (according to someone or

something). Sometimes you must give more than one view
on the subject’s meaning.
Discuss Give an in-depth answer that considers all aspects of the
debate concerning an argument. You must demonstrate
reasoning skills with this type of question by using evidence
to make a case for or against an argument.
Describe Provide thorough insight into the main characteristics of a
subject objectively. As answers to such questions will be
inherently descriptive, you must recount or characterise in
narrative form.
Explain (why and how) Give reasons why or examples of how something
happened.
Illustrate Give descriptive examples of the subject and show how
each relates to the subject.
Summarise Briefly cover the important ideas you learned about the
subject.
Trace Outline how something has changed or developed from an
earlier time to its current form.
Compare Show how two or more things are similar (and, sometimes,
different).
Contrast Show how two or more things are dissimilar.
Apply Use details that you have been given to demonstrate how
an idea, theory or concept works in a particular situation.
Cause Show how one event or series of events made something
else happen.
Relate Show or describe the connections between things.
Prove Give reasons or examples to demonstrate how or why
something is the truth.
Evaluate/respond/assess State your opinion of the subject as good, bad or some
combination of the two, with examples and reasons (you
may want to compare your subject to something else).
Support Give reasons or evidence for something you believe (be
sure to state clearly what it is that you believe).
Synthesise Put two or more things together that have not been put

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 together before; do not just summarise one and then the
other and say that they are similar or different – you must
provide a reason for putting them together (as opposed to
compare and contrast – see above).
Analyse Look closely at the components of something to figure out
how it works, what it may mean or why it is important.
Argue Take a side and defend it (with proof) against the other
side.
©
Unisa 2024

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