TPN3704
ASSIGNMENT 1
SEMESTER 1
2025
, QUESTION 1
1.1 Define "modelling" as an instructional strategy. (2)
Modelling as an instructional strategy involves demonstrating how to complete a task or solve
a problem for students. In the context of multilingual classrooms, it helps learners
understand the steps involved in completing academic tasks by providing clear examples. The
teacher shows the process, allowing students to observe and later replicate it, aiding their
comprehension and ability to perform the task independently
1.2 List three techniques mentioned in the chapter that enhance modelling in
multilingual classrooms. (2)
Three techniques mentioned in the chapter to enhance modelling in multilingual classrooms
include:
1. Scaffolding: This involves providing support to learners at various levels to help them
understand tasks before gradually reducing the support.
2. Use of Visuals: Teachers can incorporate visual aids such as charts, diagrams, or
pictures to reinforce the demonstrated process.
3. Verbalisation: Teachers often think aloud while modelling a task, explaining each step
clearly so students can follow along.
1.3 Explain how scaffolding supports language learning in multilingual
classrooms. Use examples from the chapter. (3)
Scaffolding plays a critical role in supporting language learning in multilingual classrooms by
providing temporary support to learners. This support is gradually removed as students gain
independence. For example, teachers may start with simple language or visuals to help
explain a concept, then slowly increase the complexity of the language or reduce the support
over time.
In a multilingual setting, scaffolding ensures that all students, regardless of their language
proficiency, can access and understand the content. For instance, a teacher might begin by
providing vocabulary lists with translations and then move to more complex discussions
without translations as students' language skills improve.
1.4 Imagine you are teaching a class with diverse linguistic backgrounds. Design a
short activity that incorporates explicit vocabulary instruction. (3)
Activity Title: Vocabulary Building through Picture Cards
Objective: To teach new vocabulary words related to common classroom items.
Materials: Picture cards, a whiteboard, and markers.
ASSIGNMENT 1
SEMESTER 1
2025
, QUESTION 1
1.1 Define "modelling" as an instructional strategy. (2)
Modelling as an instructional strategy involves demonstrating how to complete a task or solve
a problem for students. In the context of multilingual classrooms, it helps learners
understand the steps involved in completing academic tasks by providing clear examples. The
teacher shows the process, allowing students to observe and later replicate it, aiding their
comprehension and ability to perform the task independently
1.2 List three techniques mentioned in the chapter that enhance modelling in
multilingual classrooms. (2)
Three techniques mentioned in the chapter to enhance modelling in multilingual classrooms
include:
1. Scaffolding: This involves providing support to learners at various levels to help them
understand tasks before gradually reducing the support.
2. Use of Visuals: Teachers can incorporate visual aids such as charts, diagrams, or
pictures to reinforce the demonstrated process.
3. Verbalisation: Teachers often think aloud while modelling a task, explaining each step
clearly so students can follow along.
1.3 Explain how scaffolding supports language learning in multilingual
classrooms. Use examples from the chapter. (3)
Scaffolding plays a critical role in supporting language learning in multilingual classrooms by
providing temporary support to learners. This support is gradually removed as students gain
independence. For example, teachers may start with simple language or visuals to help
explain a concept, then slowly increase the complexity of the language or reduce the support
over time.
In a multilingual setting, scaffolding ensures that all students, regardless of their language
proficiency, can access and understand the content. For instance, a teacher might begin by
providing vocabulary lists with translations and then move to more complex discussions
without translations as students' language skills improve.
1.4 Imagine you are teaching a class with diverse linguistic backgrounds. Design a
short activity that incorporates explicit vocabulary instruction. (3)
Activity Title: Vocabulary Building through Picture Cards
Objective: To teach new vocabulary words related to common classroom items.
Materials: Picture cards, a whiteboard, and markers.
