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CDE3701 Assignment 2 2024
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CDE3701 Assignment 2 2024
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QUESTION 1:CASE STUDY
Mrs du Toit is a teacher in a South African school with learners who are exposed to
multiple languages before the age of six. In her diverse classroom, she has learners
who come from different language backgrounds, including Nguni, Sotho, English
and Afrikaans. As a teacher, she observes that some learners in her classroom
frequently code-switch between English and other indigenous languages,
particularly during informal conversations.
Carefully read the case study and answer the questions below:
1.1 How would you define code-switching in the South African classroom
context?
Address how Mrs du Toit can use code-switching to ensure that it does not
hinder the learning progress of the learners in her classroom, while still
acknowledging and respecting the learners’ linguistic diversity.
Code-switching refers to the practice of alternating between two or more languages or
dialects within a conversation or discourse. In the South African classroom context, this
often involves switching between English and various indigenous languages such as
Nguni and Sotho, reflecting the multilingual nature of the student population.
Using Code-Switching in Mrs. du Toit's Classroom
Mrs. du Toit can effectively use code-switching in her classroom by following these
strategies:
Acknowledging Linguistic Diversity:
Encourage learners to use their home languages during informal interactions to build a
sense of inclusion and respect for their cultural backgrounds.
Affirm the validity of all languages represented in the classroom, making learners feel
valued and understood.
Strategic Use in Instruction:
Use code-switching to clarify difficult concepts by explaining them in both English and
the learner’s home language.
Introduce new content in English, then use indigenous languages to scaffold learning,
gradually increasing English use as comprehension improves.
Provide examples and explanations in multiple languages to ensure understanding and
inclusivity.
Encouraging Participation:
Encourage learners to participate in discussions in whichever language they are most
comfortable, gradually introducing more English as they gain confidence.
,Group Work: Organize group activities where learners can collaborate using a mix of
languages, facilitating peer learning and support.
Language Development:
Use bilingual educational resources, such as textbooks and audiovisual materials, to
support learning in both English and indigenous languages.
Language Bridges: Create language bridges by linking vocabulary and concepts
between English and the learners' home languages.
Professional Development:
Training: Participate in professional development opportunities focused on multilingual
education strategies and best practices for supporting code-switching in the classroom.
Collaboration: Collaborate with colleagues to share strategies and resources for
effectively managing and utilizing code-switching.
1.2 Discuss how you as a teacher would implement code-switching as a
pedagogical approach to promote effective communication and learning among
your learners. Provide TWO (2) examples of activities or strategies that encourage
code-switching.
As a teacher, implementing code-switching as a pedagogical approach involves
intentional and strategic use of multiple languages to enhance communication and
learning. This can promote better understanding, inclusion, and engagement among
learners from diverse linguistic backgrounds.
Creating an Inclusive Environment:
Foster a classroom culture where all languages are valued. Make it clear that using
multiple languages is acceptable and beneficial for learning.
Display multilingual posters, labels, and resources to normalize the presence of different
languages.
Structured Code-Switching Activities:
Integrate code-switching into lesson plans by identifying key points where switching
languages can clarify concepts and facilitate understanding.
Multilingual Instructions: Provide instructions and explanations in both English and the
learners' home languages to ensure all students can follow along.
Examples of Activities or Strategies Encouraging Code-Switching
Example 1: Bilingual Storytelling
Activity Description:
Enhance comprehension and vocabulary in both languages.
Implementation:
Select a bilingual storybook or a simple story that can be translated into both English
and an indigenous language (e.g., Nguni or Sotho).
, Read the story aloud, alternating between English and the indigenous language. For
instance, read a paragraph in English, then translate and read the same paragraph in
the indigenous language.
Discuss the story in both languages, asking questions and encouraging responses in
either language.
Benefits:
Helps learners expand their vocabulary in both languages.
Reinforces understanding by providing multiple exposures to the same content in
different languages.
Keeps learners engaged by making the story accessible to everyone, regardless of their
primary language.
Example 2: Multilingual Group Projects
Activity Description:
Promote collaborative learning and language skills development.
Organize learners into small, diverse groups, ensuring a mix of language backgrounds in
each group.
Assign a project that requires research and presentation on a topic, allowing the use of
both English and indigenous languages.
Provide guidelines that encourage groups to present their findings bilingually. For
example, they could present some parts in English and others in their home languages.
Benefits:
Encourages collaboration and peer learning, as learners with different language
strengths help each other.
Provides a practical context for using both languages, enhancing language skills and
confidence.
Fosters a deeper understanding and appreciation of different languages and cultures
within the classroom.
1.3 Explain how you would recognise and support a bilingual learner who
regularly switches between Afrikaans, Isizulu, Sesotho, Tsonga and English
during class discussions and activities? Provide ONE (1) specific strategy to
facilitate their language development and learning.
Observation and Assessment:
Observe when and why the learner switches languages. Identify if they switch due to
comfort, better comprehension, or to express certain concepts more precisely.
Language Proficiency: Assess the learner’s proficiency in each language to understand
their strengths and areas needing support.
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