HED4814 Final PORTFOLIO Assessment (QUALITY ANSWERS) 2024
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Course
Psychology of Education (HED4814)
Institution
University Of South Africa (Unisa)
Book
The Psychology of Education
This document contains workings, explanations and solutions to the HED4814 Final PORTFOLIO Assessment (QUALITY ANSWERS) 2024. For assistance whats-app us on 0.6.8..8.1.2..0.9.3.4...
SCENARIO 1: LANGUAGE BARRIERS IN A MULTICULTURAL GRADE 10
CLASS
Addressing Language Barriers in a Multicultural Grade 10 Physical
Sciences Classroom
Introduction
Teaching Grade 10 Physical Sciences in a township secondary school in
Soweto presents unique challenges due to the linguistic diversity of the
learners. The class consists of 45 learners, with multiple home languages,
including isiZulu, Sesotho, Xitsonga, and Shona, while the language of
instruction is English. Although English is officially the medium of education, it
is often not the primary language of communication for learners outside the
classroom. This linguistic dynamic creates barriers to understanding scientific
terminology, limits participation in discussions, and causes language-based
group divisions. Moreover, written assignments reveal that while learners
grasp concepts, their limited English proficiency hinders clear expression.
Parents’ meetings also pose challenges due to language disparities, which
further impact parental involvement in their children’s education. This essay
analyzes the impact of language barriers on learning, applies psychological
theories to explain these challenges, and proposes strategies to integrate
multilingualism as a resource while involving parents in meaningful ways.
Language Barriers Affecting Learning
The reliance on English as the medium of instruction in a linguistically diverse
classroom creates significant challenges. Learners struggle to understand
complex scientific terminology that lacks equivalent translations in their home
languages. For example, terms like ―acceleration‖ or ―chemical equilibrium‖
may not have direct counterparts in isiZulu or Sesotho, forcing learners to
grapple with unfamiliar vocabulary alongside new scientific concepts. This
dual cognitive load inhibits their comprehension and limits their ability to
engage fully with the subject matter.
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