Exam (elaborations)
DPP1501 Assignment 2 2023 (765929)
- Institution
- University Of South Africa
DPP1501 Assignment 2 2023 () 100% TRUSTED workings with detailed Answers for A+ Grade.
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DPP1501ASSIGNMENT 2 2023
,Question 1
1.1 The following assessment activity is based on diversity in the classroom and how to
support African mother tongue literacy development in a multilingual classroom.
Please read the scenarios and answer the questions that follow.
PAIRED READING SCENARIO 1:
The teacher begins by reading the dialogue aloud and translating it, picks out new vocabulary
and explains the meaning of the new words.
The learners read aloud together in pairs until the non-fluent reader gains the confidence to
read alone. In this context, the teacher gets into the classroom (Grade 3) to teach one of the
indigenous languages spoken in Africa.
The teacher, however, faces the situation wherein some learners in her classroom do not
understand the indigenous language that must be taught during that period; they have just
been admitted to the school but can read, write and speak English fluently.
Answer the following questions:
1.1.1 Explain the meaning of the concept “Paired reading” according to how you understand
it. (2)
Paired reading is a reading strategy in which two students work together, taking turns to read
aloud to each other. The goal of paired reading is to improve reading fluency and
comprehension, with the more fluent reader providing support and feedback to the less fluent
reader. The strategy involves selecting an appropriate text, setting a purpose for reading, and
using prompts to guide the reading and discussion.
, 1.1.2 Why is it important that the teacher should pair the learner who knows the
indigenous language and the English-speaking learner during that period in her
classroom? (3)
Pairing a learner who knows the indigenous language with an English-speaking learner
during the indigenous language lesson can provide the non-speaker with a language
model and facilitate their language learning. The fluent speaker can provide support in
translating and explaining unfamiliar words, as well as modeling correct pronunciation
and intonation. In addition, working with a partner can help the non-speaker feel more
comfortable and confident in their language learning, which can lead to increased
participation and engagement in the lesson. Pairing learners who speak different
languages can also promote cross-cultural understanding and respect, as well as support
the development of multilingualism in the classroom.
1.1.3 Refer to the example below and follow the same pattern. Write any FIVE sentences
in your mother tongue (any African indigenous language, including Afrikaans) for the
learners in your Grade 3 classroom, and translate each sentence into English for the
sake of those learners who are only English-speaking.
EXAMPLE: African Indigenous language (Sepedi Language): Lehono re tla ya kua
bokgobapuku ka morago ga sekolo. English: We will go to the library today after school.
Present your answer as follows: African indigenous language Translation into English
African indigenous language (Zulu): Ngizokwenda ezikoleni ngoMsombuluko.
Translation into English: I will go to school on Monday.
African indigenous language (Xhosa): Ngokwamnye wemfundo, sizokwamkela
uTatomkhulu namhlanje.
Translation into English: As part of our lesson, we will welcome Grandpa today.
African indigenous language (Swahili): Leo tunajifunza juu ya wanyama wa Afrika.
Translation into English: Today we are learning about African animals.
African indigenous language (Afrikaans): Ons gaan vandag die natuurlewe ondersoek en
leer.
Translation into English: Today we will explore and learn about nature.
African indigenous language (Shona): Tinovimbisana nezvemvura kunoshanda
kwekutanga kuti nhamo dzisarudzwe.
Translation into English: We are working together to ensure that floods are prevented
during the rainy season.
1. 2. 3. 4. 5. 2 marks x 5 = (10)
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