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HED4807 Assignment 5 PORTFOLIO (COMPLETE ANSWERS) 2024 - DUE 13 January 2025
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HED4807 Assignment 5 PORTFOLIO (COMPLETE ANSWERS) 2024 - DUE 13 January 2025
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HED4807 Assignment 5 PORTFOLIO (COMPLETE ANSWERS) 2024 - DUE 13 January 2025; 100% TRUSTED Complete, trusted solutions and explanations.
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HED4807 Assignment 5 PORTFOLIO (COMPLETE ANSWERS) 2024 - DUE 13 January 2025; 100% TRUSTED Complete, trusted solutions and explanations.
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,HED4807 Assignment 5 PORTFOLIO (COMPLETEANSWERS) 2024 - DUE 13 January 2025; 100%
TRUSTED Complete, trusted solutions and
explanations.
QUESTON 1: LANGUAGE EDUCATION POLICIES (15) 1.1 Provide
your own interpretation of how the LiEP has influenced
language learning and teaching, and whether it has promoted
multilingualism. (5) 1.2 What is your recommendation on how
the language of teaching and learning (LoLT) should be chosen.
Substantiate your view referring to first and additional language
theories and policy documents. (10)
1.1 Interpretation of the Influence of the Language in Education
Policy (LiEP) on Language Learning and Teaching, and Its
Promotion of Multilingualism (5)
The Language in Education Policy (LiEP) in South Africa plays a
significant role in shaping the approach to language learning
and teaching, particularly in a country with a complex linguistic
landscape. It aims to support multilingualism by recognizing the
country’s 11 official languages and providing a framework for
promoting equal access to education in these languages.
The LiEP encourages a dynamic and inclusive approach to
language education, stressing the importance of students being
taught in their home language, especially in the early grades.
This principle is grounded in research showing that learners
who are taught in their first language (L1) perform better
academically and acquire additional languages more effectively.
,However, the policy also promotes bilingualism or
multilingualism, recognizing the need for learners to acquire
proficiency in additional languages to function in a globalized
world.
In practice, however, the LiEP’s influence on language learning
and teaching has been mixed. While it aims to promote
multilingualism, the practical implementation of mother-tongue
instruction faces challenges such as insufficient resources, a lack
of teachers proficient in various indigenous languages, and the
dominance of English in higher education and the professional
world. Consequently, many learners end up switching to English
before they are fully proficient in their home languages,
potentially hindering multilingualism.
Overall, while the LiEP has contributed to a more inclusive
language policy and a stronger emphasis on multilingualism, its
impact is still limited by resource constraints and societal
attitudes towards English as the dominant global language.
1.2 Recommendations on the Choice of Language of Teaching
and Learning (LoLT) (10)
The choice of Language of Teaching and Learning (LoLT) is a
critical factor in determining the effectiveness of education,
especially in multilingual societies. Based on theories of first
and additional language acquisition, as well as policy
documents such as the LiEP and the South African Constitution,
the following recommendations can be made:
, 1. Start with Mother Tongue Instruction (L1)
Research in language acquisition supports the principle of
teaching children in their mother tongue during the early
stages of schooling. Cummins' Threshold Theory and
Interdependence Hypothesis emphasize that a solid
foundation in a learner's first language facilitates the
transfer of cognitive and academic skills when learning
additional languages. In a multilingual context like South
Africa, the benefits of L1 instruction in the early years are
clear: learners can more effectively understand complex
concepts and develop critical thinking skills in their own
language, which then supports the acquisition of
additional languages.
2. Gradual Transition to Additional Languages
As children’s cognitive and language skills in their L1
strengthen, they should gradually be introduced to
additional languages. The Additive Bilingualism model
supports this, arguing that acquiring additional languages
should enhance, rather than replace, a learner's L1. In
South Africa, this means that while learners can start with
instruction in their home languages, they should
progressively be introduced to languages such as English,
which is crucial for higher education and global
communication. However, this transition should occur only
once learners have a strong foundation in their mother
tongue.
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