⋆
⋆ ⋆
TMN3701: Teaching English
First Additional Language
in the Intermediate Phase
May/June 2025 & May/June 2024 | Jan/Feb 2023 — Full Exam Revision
⋆ ⋄ ⋆ ⋄ ⋆ ⋄ ⋆ ⋄ ⋆
♦ Language Education, Arts and Culture ♦
♦Open Exam Revision Guide
TMN3701
Module Code:
Teaching English First Additional Language
Module Name:
in the Intermediate Phase
May/June 2025 ; May/June 2024;
Papers Covered:
Jan/Feb 2023
100 marks per paper
Total Marks:
3 hours
Duration:
All questions are compulsory. Answers are calibrated to mark allocations. Focus on
understanding, not memorisation.
⋆ Exam Revision Notes | TMN3701 | 2023 – 2025
,TMN3701 | Exam Revision Teaching English FAL – Intermediate Phase
PAPER 1: MAY/JUNE 2024 EXAMINATION
TMN3701 — Teaching English First Additional Language in the Intermediate Phase
100 Marks | Duration: 3 Hours | All questions compulsory
Page 2 of 31 ⋆
,TMN3701 | Exam Revision Teaching English FAL – Intermediate Phase
Question 1 [30 marks]
(1.1) [10 marks]
Question: Discuss the Critical Period Hypothesis (CPH) and indicate whether it has
any relevance to additional language acquisition and language learning. Substantiate your
answer.
Answer: Definition of the Critical Period Hypothesis:
The Critical Period Hypothesis (CPH) proposes that there is a biologically deter-
mined window of time — from birth to approximately puberty (around 10–12 years of
age) — during which language acquisition occurs naturally, effortlessly, and results in
native-like proficiency. After this window closes, the brain loses the neurological flexibil-
ity (plasticity) that makes first-language-like acquisition possible.
The hypothesis was first popularised by Lenneberg (1967), who linked it to the later-
alisation of the brain. Before puberty, both hemispheres of the brain remain involved in
language processing, allowing for flexible, automatic acquisition. After puberty, language
functions become fixed predominantly in the left hemisphere.
Relevance to Language Acquisition and Learning:
• Relevance to first-language acquisition: Children acquire their home language
without formal instruction. They internalise grammar rules, pronunciation and
vocabulary through exposure and interaction, not through conscious study. This
supports the CPH — the brain is wired to acquire language during this period.
• Relevance to additional language learning: Younger learners generally achieve
more native-like pronunciation and grammatical accuracy than adults learning a
second language. This suggests there is some advantage to starting earlier, consistent
with the CPH.
• Counterarguments: Adults can still learn additional languages, sometimes more
efficiently than children in formal settings (due to existing cognitive skills), though
rarely reach native-like pronunciation. Factors like motivation, exposure, teach-
ing quality and individual differences all influence success — suggesting the
CPH is not the only factor.
• Two viewpoints exist: (1) Age is decisive — after the critical period, native-like
Page 3 of 31 ⋆
, TMN3701 | Exam Revision Teaching English FAL – Intermediate Phase
acquisition is impossible. (2) Age is just one variable — adults can compensate
through metalinguistic awareness and deliberate study.
Application in the South African classroom:
In the Intermediate Phase, learners (Grade 4–6) are still within or just past the critical
period. Teachers should use this window to provide rich, meaningful English input early
and consistently, building a strong language foundation.
Key Concept
The CPH does not mean adults cannot learn additional languages — it means the
process is different after the critical period. Children acquire; adults learn. Un-
derstanding this helps teachers set realistic expectations and choose appropriate
methods.
(1.2) [10 marks]
Question: Explain how the concept of “language transfer” relates to the role of the first
language (L1) in additional language (AL) teaching according to Cummins (1980). De-
scribe how you would identify opportunities for language transfer in your classroom.
Answer: Language Transfer and Cummins’ Interdependence Hypothesis:
Language transfer refers to the way knowledge, skills and linguistic features from a
learner’s first language (L1) influence their learning of an additional language (AL or
L2). Transfer can be positive (when L1 knowledge supports L2 learning) or negative
(when L1 patterns interfere and cause errors).
Cummins’ Linguistic Interdependence Hypothesis (1980) argues that proficiency
in the first language supports the development of the additional language. His model
suggests that surface features of languages (vocabulary, grammar) differ, but underly-
ing conceptual and literacy skills transfer across languages. This is called Common
Underlying Proficiency (CUP).
Key implication: a learner who is strong in their home language already understands
concepts like narrative structure, cause and effect, argument, and reading comprehension
strategies. These transfer to English learning.
Identifying opportunities for language transfer in the classroom:
Page 4 of 31 ⋆
⋆ ⋆
TMN3701: Teaching English
First Additional Language
in the Intermediate Phase
May/June 2025 & May/June 2024 | Jan/Feb 2023 — Full Exam Revision
⋆ ⋄ ⋆ ⋄ ⋆ ⋄ ⋆ ⋄ ⋆
♦ Language Education, Arts and Culture ♦
♦Open Exam Revision Guide
TMN3701
Module Code:
Teaching English First Additional Language
Module Name:
in the Intermediate Phase
May/June 2025 ; May/June 2024;
Papers Covered:
Jan/Feb 2023
100 marks per paper
Total Marks:
3 hours
Duration:
All questions are compulsory. Answers are calibrated to mark allocations. Focus on
understanding, not memorisation.
⋆ Exam Revision Notes | TMN3701 | 2023 – 2025
,TMN3701 | Exam Revision Teaching English FAL – Intermediate Phase
PAPER 1: MAY/JUNE 2024 EXAMINATION
TMN3701 — Teaching English First Additional Language in the Intermediate Phase
100 Marks | Duration: 3 Hours | All questions compulsory
Page 2 of 31 ⋆
,TMN3701 | Exam Revision Teaching English FAL – Intermediate Phase
Question 1 [30 marks]
(1.1) [10 marks]
Question: Discuss the Critical Period Hypothesis (CPH) and indicate whether it has
any relevance to additional language acquisition and language learning. Substantiate your
answer.
Answer: Definition of the Critical Period Hypothesis:
The Critical Period Hypothesis (CPH) proposes that there is a biologically deter-
mined window of time — from birth to approximately puberty (around 10–12 years of
age) — during which language acquisition occurs naturally, effortlessly, and results in
native-like proficiency. After this window closes, the brain loses the neurological flexibil-
ity (plasticity) that makes first-language-like acquisition possible.
The hypothesis was first popularised by Lenneberg (1967), who linked it to the later-
alisation of the brain. Before puberty, both hemispheres of the brain remain involved in
language processing, allowing for flexible, automatic acquisition. After puberty, language
functions become fixed predominantly in the left hemisphere.
Relevance to Language Acquisition and Learning:
• Relevance to first-language acquisition: Children acquire their home language
without formal instruction. They internalise grammar rules, pronunciation and
vocabulary through exposure and interaction, not through conscious study. This
supports the CPH — the brain is wired to acquire language during this period.
• Relevance to additional language learning: Younger learners generally achieve
more native-like pronunciation and grammatical accuracy than adults learning a
second language. This suggests there is some advantage to starting earlier, consistent
with the CPH.
• Counterarguments: Adults can still learn additional languages, sometimes more
efficiently than children in formal settings (due to existing cognitive skills), though
rarely reach native-like pronunciation. Factors like motivation, exposure, teach-
ing quality and individual differences all influence success — suggesting the
CPH is not the only factor.
• Two viewpoints exist: (1) Age is decisive — after the critical period, native-like
Page 3 of 31 ⋆
, TMN3701 | Exam Revision Teaching English FAL – Intermediate Phase
acquisition is impossible. (2) Age is just one variable — adults can compensate
through metalinguistic awareness and deliberate study.
Application in the South African classroom:
In the Intermediate Phase, learners (Grade 4–6) are still within or just past the critical
period. Teachers should use this window to provide rich, meaningful English input early
and consistently, building a strong language foundation.
Key Concept
The CPH does not mean adults cannot learn additional languages — it means the
process is different after the critical period. Children acquire; adults learn. Un-
derstanding this helps teachers set realistic expectations and choose appropriate
methods.
(1.2) [10 marks]
Question: Explain how the concept of “language transfer” relates to the role of the first
language (L1) in additional language (AL) teaching according to Cummins (1980). De-
scribe how you would identify opportunities for language transfer in your classroom.
Answer: Language Transfer and Cummins’ Interdependence Hypothesis:
Language transfer refers to the way knowledge, skills and linguistic features from a
learner’s first language (L1) influence their learning of an additional language (AL or
L2). Transfer can be positive (when L1 knowledge supports L2 learning) or negative
(when L1 patterns interfere and cause errors).
Cummins’ Linguistic Interdependence Hypothesis (1980) argues that proficiency
in the first language supports the development of the additional language. His model
suggests that surface features of languages (vocabulary, grammar) differ, but underly-
ing conceptual and literacy skills transfer across languages. This is called Common
Underlying Proficiency (CUP).
Key implication: a learner who is strong in their home language already understands
concepts like narrative structure, cause and effect, argument, and reading comprehension
strategies. These transfer to English learning.
Identifying opportunities for language transfer in the classroom:
Page 4 of 31 ⋆
