FLT3701 Assignment 2 (COMPLETE ANSWERS) 2023 - DUE 24 July 2023

FLT3701 Assignment 2 (COMPLETE ANSWERS) 2023 - DUE 24 July 2023 Module Code: FLT3701 Assignment 2 FLT3701 FIRST ADDITIONAL LANGUAGE TEACHING IN THE FOUNDATION PHASE Question 1 1.1) I agree, using decoding works step by step. It does not automatically result in enhanced reading comprehension skills. We have to begin by developing learner’s vocabulary by explaining difficult or unknown words. Understanding the meaning of a text can be difficult at times. We can also find the meaning of a text through asking questions. Decoding involves reading, asking questions, giving answers which are meaningful and engaging in text on a deeper level which helps readers gain a deeper understanding of the themes or ideas in a text and evaluation of them. These are the steps that can be used to lead to an enhanced comprehension skill. 1.2) a- Phonological awareness- this refers to the ability to recognise the spoke parts of sentences and words, also the ability to identify words that rhyme, syllable or alliteration. It can enhance reading by not only hearing different sound but also manipulate sounds in words. Learners pick up on the rhyme of words and try to make sense of it or think of other words that rhyme with what they have read and can help them understand the meaning of the text better. b) Frame of reference- is how you interpret what you read. Teachers often introduce the information about time period or the author basically the world around the story. This enables learners to take a variety of information and process it based on our own experience. It promotes quick decision making. c) images and pictures- picture books are important part of learning how to read especially in young learners. Pictures make books fun to read and allows children to learn new words quickly. Learners also begin to associate the pictures with the text as the pictures makes it easy for them to gather what the text is. 1.3) The main aim for teaching English as a first additional language in the foundation phase is to be able to use English as a medium of instruction from grade four. Learners must have an above average knowledge of English as a first additional language in order to use it as a medium of instruction. Language of learning and teaching does not need knowledge of literature but of language so that learners can understand, speak English, read and write using English first additional language to study the subjects offered in the intermediate phase and higher phases. 1.4) Word calling is efficient word identification with a lack of comprehension. Barking at the print is engaging in decoding with little to no comprehension of what the text means. Question 2 2.1 Print-rich classroom- these are very effective for incidental reading, memorising and learning of words. Learners are able to memorise, learn and recall words from captions, labels, charts and other print displayed in the classroom. While learners look at charts, labels and other prints daily, they are able to extend their vocabulary by associating the illustrations with words. Teachers should label items like the door, window or desk but also make sure the content is grade appropriate and not overcrowded. 2.2 Shared reading approach- During shared reading the teacher reads with the whole class. The teacher practices reading several times with the learners until they become familiar with the text. The teacher reads aloud and the learners read the same. Using resources such as large books, use one resource at a time during shared reading and forms the central reading point in the class. The text of the book should be simple and grade appropriate, based on a theme, have a clear story with colourful pictures to support the story. The texts develop learner’s additional language through repeated reading and the discussion of the pictures. 2.3 Grammar translation approach- this involved translating a home language directly into a language which had to be learned; generally, this was a foreign language. The translation pays attention to grammar rules so that there are no errors, but it does not allow learners to learn the new language within a context that was personal and relevant to their surroundings. There was no focus on speaking and producing original writing in the learned language. The teacher played a central role as all work was constantly checked for errors. 2.4 The monitor hypotheses- this refers to the relationship between learning and acquiring a language and how learning influences language acquisition. When learning a first additional language learners correct the errors, they make by learning which entails remembering and referring to the language rules they are taught. When speaking, learners differ on how much they monitor, thus many will speak with no regard for their mistakes while others will think carefully about the language and rules learned before speaking and writing. Teachers need to avoid the problem which is to not correct learners to much or learners will become afraid to speak or write because they focus more on their errors than what they get right. 2.5 Basic interpersonal communication skills vs cognitive academic language proficiency in learning an additional language- The idea of basic interpersonal communication skills supports and encourages natural communication in social situations. This communication can take place inside or outside a classroom, but more often outside the classroom as it involves social exchanges such as greetings, questions and small talk in shops or parks. It involves social interaction which is more natural as it is about the learners lives rather than academic learning, but knowledge of a language in social situations does not mean that learners are proficient in the language for academic purposes. Cognitive academic language proficiency focuses more on proficiency in a language for academic purposes, it includes the ability to speak, listen, read and write. This way of communicating is usually learned in a formal classroom setting where demonstrations, calculations, explanations and experimentation all form part of the content being taught. Learners use this proficiency to compare contrast, synthesise, evaluate and infer information during lessons. Question 3 3.1 I agree so that learners can better understand the context or concepts in the print. Using something learners are already familiar also helps learners become confident. We can then move on to new vocabulary. 3.1.2 a) I would use emotions/feelings as a theme. For grade 1 I would use pictures and labels. I will have 3 boxes with a happy, sad and angry face as well as a label with the words happy, sad and angry. I will then ask learners a question or a short scenario, learners can then put/throw their ball into their desired box e.g how does sharing make you feel? Happy, sad or angry. For grade 3 I will make a chart that has pockets, these pockets will be labelled with words such as love, happiness, smart, funny, angry etc. I will then cut up other words and put them in a jar. Learners will pick a word from the jar and put it into one of the pockets to show how the word makes them feel e,g hug can go into love or happy. b) Feelings/emotions c) Both lessons are to help learners express themselves. Help them understand their emotions and the emotions of others. Build on their vocabulary using a print rich environment and visual aids. d) These activities are very similar. Learners will use the pictures, words, boxes and pockets provided to show how they feel and also their understanding of the words and pictures. The difference for grade 1 I used simple words and pictures to aid learners in associating the word with the picture as well as learn the words. For grade 3 I used a variety of words to build learners vocabulary. 3.2 a) Introduction Krashen believes grammar is and advantage but not a fact that ensures knowledge of the first additional language. Learners can be affected by various factors. Cummins believes second language acquisition is made up of two main aspects which are cognitive and behavioural. b) Motivation In the affective filter hypothesis motivation is important because it is how much learners want to learn the language or their attitude to the language. Cummins also believes that teachers need to ensure they play a positive role by creating an encouraging environment that motivates learners and makes it easier for them to pay attention and understand. c) Self-esteem In the affective filter hypothesis learners can help learners by creating a classroom environment that motivates, reduces worry and encourages learners to be confident in their ability to gain knowledge. In terms of self-esteem in Cummins theory learners need a positive encouraging environment which helps motivate learner and will in turn boost their self-esteem. d) Anxiety In affective filter hypothesis learners who have self confidence are motivated and do not suffer from anxiety find it easier to learn the language. In Cummins view learners need to be taught to understand how a first additional language works rather than developing habits that will assist them this should reduce anxiety in learn