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TMN3702 ASSESSMENT 02 Due 31 May 2024. 100% Trustworthy and Reliable answers.This document contains questions and answers for TMN3702 Assignment 2 due 31 May 2024. (Question 1 – Question 3) QUESTION 1 1.1. In the South African context, we often ha$3.01
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TMN3702 ASSESSMENT 02 Due 31 May 2024. 100% Trustworthy and Reliable answers.This document contains questions and answers for TMN3702 Assignment 2 due 31 May 2024. (Question 1 – Question 3) QUESTION 1 1.1. In the South African context, we often ha
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Course
TMN3702
Institution
University Of South Africa (Unisa)
TMN3702 ASSESSMENT 02 Due 31 May 2024. 100% Trustworthy and Reliable answers.This document contains questions and answers for TMN3702 Assignment 2 due 31 May 2024. (Question 1 – Question 3)
QUESTION 1
1.1. In the South African context, we often have classrooms with diverse cultures and ...
TMN3702
Assessment 02
Unique no: 575343
Due date: 31 May
2024
This document contains questions and answers for
TMN3702 Assignment 2 due 31 May 2024. (Question 1 –
Question 3)
QUESTION 1
1.1. In the South African context, we often have
classrooms with diverse cultures and languages. Some
learners may be more proficient in their home language
than in the language of instruction. Name and discuss
five ways in which you would incorporate
translanguaging in your lessons, to bridge the language
gap and ensure that all learners are catered for in a
multicultural classroom. (15)
1.2. Discuss the challenges and benefits of teaching
home languages in a multicultural context. Explain how
you can adapt your teaching to ensure an all-inclusive
classroom environment. (15)
, TMN3702
Assessment number: 02
Unique number: 575343
Due date: 31 May 2024
QUESTION 1
1.1. In the South African context, we often have classrooms with diverse cultures and languages.
Some learners may be more proficient in their home language than in the language of
instruction. Name and discuss five ways in which you would incorporate translanguaging in
your lessons, to bridge the language gap and ensure that all learners are catered for in a
multicultural classroom. (15)
1. Use of bilingual resources:
Incorporating translanguaging in the classroom can be as simple as using bilingual resources
such as books, charts, and posters that include both the home language of the learners and the
language of instruction. This allows all learners to access the content and understand the
concepts being taught, regardless of their language proficiency. Providing bilingual resources
also communicates to the learners that their home language is valued and respected in the
classroom.
2. Flexible language use:
Encouraging flexible language use in the classroom allows students to use their home language
alongside the language of instruction. This can be done by allowing students to ask and answer
questions in their home language, especially when they are struggling to express themselves in
the language of instruction. Creating a safe and inclusive environment where students feel
comfortable using their home languages fosters a sense of belonging and ensures that they can
fully participate in classroom activities.
3. Peer collaboration:
Incorporating translanguaging in the classroom can involve encouraging peer collaboration in
which students are paired or grouped with peers who speak the same home language. This
allows students to explain concepts to each other in their home language, which can deepen
their understanding before translating it into the language of instruction. Peer collaboration also
helps to build a sense of community and support among students, as they can assist each other
in overcoming language barriers.
4. Scaffolding language learning:
Translanguaging can be used to scaffold language learning by providing supports in the home
language to help students comprehend and engage with the content. This can include providing
explanations, instructions, or examples in the students' home language to clarify complex
concepts before transitioning to the language of instruction. Scaffolding language learning in
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