FLT3701 - FIRST ADDITIONAL LANGUAGE TEACHING IN THE FOUNDATION PHASE (PRS303B)
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First Additional Language Teaching in the Foundation Phase (FLT3701) year module. Third year module
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Course
FLT3701 - FIRST ADDITIONAL LANGUAGE TEACHING IN THE FOUNDATION PHASE (PRS303B)
Institution
University Of South Africa (Unisa)
This is assignment 02 for the year 2020, year module. First Additional Language Teaching in the Foundation Phase. Assignment has been attached to the answers. This is primarily for the use of a guide line. No plagiarism.
first additional language teaching in the foundation phase
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University of South Africa (Unisa)
FLT3701 - FIRST ADDITIONAL LANGUAGE TEACHING IN THE FOUNDATION PHASE (PRS303B)
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SEMESTER 1
FLT3701
Assignmen
t2
2020
UNIQUE NUMBER: 786027
1
, Question 1
1.1
A teacher needs to structure and implement creative yet hands on strategies
for all learners who are learning the English language as a FAL, even though
some of these learners might already know another language in which we refer
to as their ‘’Home Language”. A creative approach to acquire a new language is
less frustrating for children, hence creating a calm and happy learning
environment. We will look at the following four strategies that one can use to
prepare for various situations:
Strategy 1: Understanding the principles of learning a second or additional
language
Firstly, you need to familiarise yourself with principles of second language
learning even though you are teaching from a Home Language curriculum.
Two hypothesis outlined by researcher Krashen (1982) regarding second
language acquisition or learning are particularly important in the Foundation
Phase and will be discussed below.
Input Hypothesis stating that the language input that the children receive
should be at the correct level and in the right amount or it will overwhelm
them and they will learn nothing,
Affective filter stating that a child’s feelings of insecurity and anxiety will
interfere with the language learning. You need to help children feel stress free
so that they are able to learn the new language efficiently.
Strategy 2: Linguistic assessment
You should draw up a linguistic profile for each child for optimum
understanding of the child’s strengths and weaknesses for the learning of EFAL.
In respect of the linguistic profiles, you are required to speak to a parent or a
caregiver so you are able to acquire language background information so you
are able to bring more successful lessons forward. You should record your
findings as you will have a better knowledge of the linguistic ability of the child.
2
, To do an English assessment, you need to assess each child’s English level and
from there you can draw up a basic baseline assessment which needs to be oral
so you can focus on the child’s responses.
Strategy 3: Developing oral fluency in the language
Here you will focus your teaching on building up oral skills before starting with
reading and writing. Oral skills underpin reading and writing skills so we need
to get children to speak English fluently as possible and to understand the oral
language before they begin to read. Expect children new to the language to
progress slowly at first as they listen to and absorb the language by hearing it
before they attempt to speak.
The EFAL curriculum suggests you help children develop their oral language in
the following ways:
Help children respond to greetings and farewells
Use simple rhymes with actions daily
Expose children to the language through simple stories
Speak slowly but naturally
Use pictures, gestures and objects to support learning
Give simple commands for “listening and doing”
Do shared reading
Strategy 4: Classroom Strategies
There are many strategies a teacher can use however Langdon (2011) suggests
the following adaptations.
Teachers should:
Speak more slowly and communicate clearly.
Use children’s names not pronouns.
Clarify the meaning of words. Rephrase or code-switch when children
don’t understand.
Use visuals or objects wherever possible.
Do not correct students. Rather focus on their meaning or what they are
trying to say. Correction of grammar can come later.
Allow additional wait time when you ask a question to enable students
to formulate an answer. Don’t demand an immediate answer.
During activities:
3
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