Summary First Additional Language Teaching in Foundation Phase
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Course
FLT3701 (FLT3701)
Institution
University Of South Africa (Unisa)
Important strategies for teaching EFAL
Acquiring Language acquisition through imitation
Difference between whole-word approach and language experience approach
How Krashen’s five language acquisition can be used to enhance language understanding
Why vocabulary expansion is important in learni...
Difference between whole-word approach and language experience approach
How Krashen’s five language acquisition can be used to enhance language understanding
Why vocabulary expansion is important in learning an additional language
Why classroom context is important for learning an additional language
How listening affects speaking
Difference between the communicative and audio-lingua approach
Difference between the Total Physical Response and the bilingual approach
Grade 3 lesson plan on...
Answers on a case study provided
, Question 1
1.1 What do think are the most important strategies for teaching EFAL? Explain how
these strategies will help the learner toward language acquisition
(10)
Teachers must keep in mind that a First Additional Language is not necessarily the learners
Home Language. The learners might not understand the spoken words or written language.
That is why teachers should introduce the language gradually in small dosages and make the
learning as fun as possible.
Teachers should not force learners to learn a First Additional Language because they might
become intimidated and feel overwhelmed. Teachers should think of innovative ways to teach
learners and learning should take place in a natural, incidental and play-based way. Teachers
should have patience and allow for time to adjust because not all learners learn at the same
pace.
The First Additional Language should be taught using an interactive teaching approach.
Teachers should initiate a conversation and learners should respond appropriately. Lesson
plans should allow for maximum conversation and cater to the needs of a variety of learners.
Learning activities should be kept more oral and practical to promote communication in the
classroom.
Teachers should build on learners Home Language because the better they know their Home
Language the easier it will be for them to learn the First Additional Language. Learners
compare the two languages and transfer and apply the skills from their Home Language to the
First Additional Language.
The content and context of the First Additional Language should show progression in each
grade. In Grade R learners should be able to recognise sound patterns and learn spoken words
and in Grade 1 the teacher should build on that prior knowledge by improving their vocabulary
and word recognition skills.
These strategies will assist in the process by which the learners acquire and comprehend a First
Additional Language as well as producing and using words and sentences to communicate.
(ref)
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