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CDE3701 S1 ASSIGNMENT 2 2024
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LOLA JACOBS ASSIGNMENTS © 2024CDE3701
ASSIGNMENT NO: 02
YEAR : 2024
PREVIEW:
Question 1
1.1 Code-switching in the South African classroom context refers to the
phenomenon where learners switch between two or more languages within a
single conversation or interaction. This is particularly common in multilingual
settings where individuals are proficient in multiple languages. Mrs. du Toit can
use code-switching positively by encouraging a supportive environment where
linguistic diversity is celebrated and respected. Here are some strategies she
can employ:
Normalize code-switching: Mrs. du Toit can establish a classroom culture
where code-switching is seen as a natural and acceptable communication tool.
By acknowledging the linguistic diversity of her learners and validating their
language choices, she can create an inclusive atmosphere that encourages
active participation and self-expression.
Provide language scaffolding: Mrs. du Toit can offer language support by
providing explanations, translations, or vocabulary assistance when learners
, LOLA JACOBS ASSIGNMENTS © 2024
encounter difficulties in expressing themselves in a particular language. This
helps learners feel supported in their language development while still
promoting effective communication in the classroom.
1.2 Implementing code-switching as a pedagogical approach can promote
effective communication and learning among learners. Here are two examples
of activities or strategies that encourage code-switching:
Bilingual story sharing: Mrs. du Toit can organize storytelling sessions where
learners take turns sharing stories or anecdotes from their cultural backgrounds
in their native languages. Encouraging learners to code-switch during these
sessions promotes language maintenance and cultural appreciation among
peers.
Language buddy system: Mrs. du Toit can pair up learners who speak
different languages as language buddies. During group activities or
discussions, language buddies can support each other by providing translations
or explanations in their respective languages, facilitating mutual language
learning and understanding.
1.3 Recognizing and supporting a bilingual learner who regularly switches
between multiple languages involves understanding their language needs and
providing appropriate assistance. One specific strategy to facilitate their
language development and learning is:
Individualized language support: Mrs. du Toit can work with the bilingual
learner to identify their language strengths and areas for improvement. Offering
additional language resources, such as bilingual dictionaries or language
learning apps, can help the learner build vocabulary and language proficiency
in all their languages. Additionally, providing opportunities for the learner to
practice speaking and writing in different languages during class activities can
enhance their language skills.
1.4 A teaching/learning approach that enhances learners' understanding of the
subject matter while incorporating the code-switching strategy and encouraging
active participation is:
Multilingual group discussions: Mrs. du Toit can organize group discussions
where learners are encouraged to express their thoughts and opinions on the
subject matter using any language they feel comfortable with. By allowing code-
switching during discussions, learners can engage more actively and share
their perspectives more effectively. Mrs. du Toit can facilitate these discussions
by providing prompts or guiding questions in multiple languages to scaffold
learners' language use and understanding of the topic.
1.5 Mrs. du Toit's Blog Post:
Big Feelings: Celebrating Emotions in Multilingual Classrooms
Groot Gevoelens: Feesviering van Emosies in Veeltalige Klaskamers
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