FLT3701 - FIRST ADDITIONAL LANGUAGE TEACHING IN THE FOUNDATION PHASE (FLT3701)
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Assignment 2 - FLT3701
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FLT3701 - FIRST ADDITIONAL LANGUAGE TEACHING IN THE FOUNDATION PHASE (FLT3701)
Institution
University Of South Africa (Unisa)
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FLT3701 - FIRST ADDITIONAL LANGUAGE TEACHING IN THE FOUNDATION PHASE (FLT3701)
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FLT 3701
FLT 3701
Assignment 2
Unique code: 692739
, FLT 3701
Question 1:
Read the following scenario an answer the questions:
In Mrs Smith's grade three class, the learners are seated in a reading circle. Each learner
has an English as first additional language reading book. They proceed to read the text out
loud chorally. Initially, an observer might think that the learners are reading well, with an
accent from their home language. However, the more you listen, the more it becomes clear
that the learners are not using the correct intonation. When the teacher questions them on
the context of the story they are reading, the majority cannot answer appropriately. They
do not understand what they are reading and are unable to derive meaning from the text.
The children are simply “word calling” or “barking at print”.
1.1 This scenario illustrates that while decoding is an important and necessary
skill in reading development it does not automatically result in enhanced
reading comprehension skills provide three reasons why you agree or do not
agree with this statement.
I do agree with the statement that decoding is an important and necessary skill in
reading development, but that it should only be used as a steppingstone in teaching
reading with comprehension. Teaching children to decode words allow them to “read”
more words that they have heard before, but not necessary have seen in written text.
The ability to decode words by breaking them apart in letters or sounds will allow the
child to learn the foundation of reading fluently. This skill can then be used as a
building block for teaching reading with understanding of the text, in other words by
teaching children to decode words with the help of pictures and discussions or group
read activities as in the scenario above they will be able to not only “read” the story as
written text but will be able to read and understand the text. The goal of teaching a
child to read is for them to be able to understand what the are reading so that they
can complete daily tasks that is expected from them. Reading without comprehension is
like writing without a pen.
1.2 Describe how the use of the following strategies can enhance reading with
understanding:
a) Phonological awareness
Phonological awareness consist of many parts that is so important to reading
with comprehension. Simply said phonological awareness is the ability to
identify the patterns a sound makes ( b + a + l = Bal). Teaching a child simple
skills like rhyming, blending sound patterns and segmenting ( breaking apart)
words will help them to evolve into good readers not only op text but with
understanding. (unisa, FLT3701, 2020)
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