UNIVERSITY OF SOUTH AFRICA (UNISA)
College of Human Sciences
⋄
ASSIGNMENT 2
Semester 1 — 2026
⋄
Module Code: ENG1503
Module Name: Language and Society
Assignment No.: 2
Due Date: 15 April 2026
Semester: Semester 1, 2026
Unique Number: 185210
Submitted in partial fulfilment of the requirements for Language and Society (ENG1503)
at the University of South Africa.
, UNISA | ENG1503 Assignment 2 — Semester 1 2026
Mind Map: Planning the Argumentative Essay
The mind map below outlines the key ideas guiding this essay. The central argument is that
multilingualism should be adopted as an approach to teaching, learning, and assessment in
linguistically diverse countries. Three supporting branches are identified, each grounded in
the literature.
Cognitive
gains
Reading Mother-tongue
comprehension instruction
Improved Learning
Outcomes
Marginalised Multilingualism SDG 4
groups in Education goals
Cultural Identity
Access, Equity
and Epistemic
and Inclusion
Justice
Indigenous Translanguaging
languages pedagogy
Decolonising Knowledge
curricula systems
Figure 1: Mind map of key arguments for multilingualism in education
The three branches feed directly into the three body arguments of the essay that follows. The
essay focuses on South Africa as the primary reference country, supplemented by evidence
from Africa and the broader Global South.
Page 1 of 8
College of Human Sciences
⋄
ASSIGNMENT 2
Semester 1 — 2026
⋄
Module Code: ENG1503
Module Name: Language and Society
Assignment No.: 2
Due Date: 15 April 2026
Semester: Semester 1, 2026
Unique Number: 185210
Submitted in partial fulfilment of the requirements for Language and Society (ENG1503)
at the University of South Africa.
, UNISA | ENG1503 Assignment 2 — Semester 1 2026
Mind Map: Planning the Argumentative Essay
The mind map below outlines the key ideas guiding this essay. The central argument is that
multilingualism should be adopted as an approach to teaching, learning, and assessment in
linguistically diverse countries. Three supporting branches are identified, each grounded in
the literature.
Cognitive
gains
Reading Mother-tongue
comprehension instruction
Improved Learning
Outcomes
Marginalised Multilingualism SDG 4
groups in Education goals
Cultural Identity
Access, Equity
and Epistemic
and Inclusion
Justice
Indigenous Translanguaging
languages pedagogy
Decolonising Knowledge
curricula systems
Figure 1: Mind map of key arguments for multilingualism in education
The three branches feed directly into the three body arguments of the essay that follows. The
essay focuses on South Africa as the primary reference country, supplemented by evidence
from Africa and the broader Global South.
Page 1 of 8
