First Additional Language Teaching in the Foundation Phase Assessment 2 FLT3701 Year module DUE :24 JULY 20123 Department of Early Childhood Education Plagiarism free, unique answers 100% pass guarantee all questions answered, pass the module
QUESTION 1: (25) Read the scenario below, then answer t...
, QUESTION 1: (25)
Read the scenario below, then answer the questions that follow: In Mrs Selepe’ s
Grade 3 class, the learners are seated in a reading circle. Each learner has an English
text as a First Additional Language reading book. They proceed to read the text out
aloud chorally. Initially, an observer may think that the learners are reading well,
with an accent from their home language. However, the more you listen, the more
it becomes clear that the learners are not using the correct intonation. When the
teacher questions them on the content of the story they are reading, the majority
cannot answer appropriately. They do not understand what they are reading and
are unable to derive meaning from the text. The children are simply “word calling”
or “barking at print”. Adapted from Hugo and Lenyai (2016), Teaching English as a
First Additional Language
1.1 The above scenario illustrates that, while decoding is an important and
necessary skill in reading development, it does not automatically result in
enhanced reading comprehension skills. Provide THREE (3) reasons why you agree
or disagree with this statement. (10) 1.2 Describe how the use of the following
strategies can enhance reading with understanding: 1.2.1 Phonological
awareness 1.2.2 Frame of reference 1.2.3 Images and pictures (9) 1.3 Briefly
explain how Grade 3 learners’ reading levels can have an impact on their learning
in Grade 4 and in the higher grades, where English is the language of teaching and
learning (LoLT). Give TWO (2) reasons. (4) 1.4 What do the phrases “word calling”
or “barking at print” mean? (2)
1.1 Three reasons why I agree with the statement that decoding is not enough for
enhanced reading comprehension skills are:
Vocabulary Knowledge: Decoding skills alone do not ensure a deep understanding of
the vocabulary used in the text. Comprehension requires a broader vocabulary and
knowledge of word meanings, which goes beyond simply sounding out words.
Without understanding the meaning of the words, learners will struggle to make
connections and derive meaning from the text.
Background Knowledge: Reading comprehension is heavily influenced by the reader's
background knowledge and experiences. Decoding focuses on the mechanics of
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