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HED4814 PORTFOLIO (DETAILED ANSWERS) 2024 - DISTINCTION GUARANTEED

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HED4814 PORTFOLIO (DETAILED ANSWERS) 2024 - DISTINCTION GUARANTEED - DISTINCTION GUARANTEED - DISTINCTION GUARANTEED Answers, guidelines, workings and references ,... You are teaching Grade 10 Physical Sciences at a township school in Soweto. Your class of 45 learners includes: • 20 learners wh...

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  • January 7, 2025
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  • 2024/2025
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HED4814
PORTFOLIO 2024
Unique #:
Due Date: January 2025



Detailed solutions, explanations, workings
and references.

+27 81 278 3372

, SECTION A: CASE STUDY ANALYSIS

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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