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HED4814 Assessment PORTFOLIO (COMPLETE ANSWERS) 2024 - DUE January 2025
HED4814 Assessment PORTFOLIO (COMPLETE ANSWERS) 2024 - DUE January 2025
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,HED4814 Assessment PORTFOLIO (COMPLETEANSWERS) 2024 - DUE January 2025; 100%
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You are teaching Grade 10 Physical Sciences at a township
school in Soweto. Your class of 45 learners includes: • 20
learners who speak isiZulu as their home language. • 15
learners who are Sesotho speakers. • 5 learners who speak
Xitsonga. • 5 learners who are immigrants from Zimbabwe and
speak Shona at home. The school's language of instruction is
English, but most learners use their home languages in daily
communication. You notice that: • Learners struggle to
understand scientific terminology in English. • Some learners
are hesitant to participate in class discussions. • Written
assignments show understanding of concepts but poor English
expression. • Group work tends to divide along language lines.
• Parents' meetings are challenging due to language barriers.
Assessment Task: 1. Analyse the language barriers affecting
learning in this multicultural context. 2. Apply relevant
psychological theories to explain the impact on learning. 3.
Develop practical strategies that utilize multilingualism as a
resource. 4. Consider how to involve parents despite language
barriers. Scenario 2: Socioeconomic Diversity and Motivation
Context: Semi-Private School in Mpumalanga You teach Grade
10 Business Studies at a semi-private school in Mpumalanga.
Your class reflects South Africa's economic disparities: • 10
learners from affluent families who live in the nearby golf
,estate. • 15 learners from middle-income families in the
township. • 20 learners on partial or full scholarships from a
nearby informal settlement. You observe varying levels of
motivation: • Some learners have access to tablets, internet,
and private tutors. • Others lack basic resources like textbooks
and struggle with transport. • Scholarship learners show high
academic motivation but face practical challenges. • Some
affluent learners show low motivation despite having resources.
• School projects requiring internet research create visible
disparities.
Scenario 1: Language Barriers in a Multicultural Context
1. Analysis of Language Barriers Affecting Learning
Understanding Scientific Terminology: Learners’
difficulties with scientific terms in English stem from
limited exposure to academic language. Many concepts are
abstract and not easily translatable into home languages.
Participation Hesitancy: Learners may fear making
mistakes in English, which discourages participation and
hinders collaborative learning.
Writing Challenges: While learners grasp concepts, their
inability to articulate ideas fluently in English affects the
clarity of written responses, impacting assessments.
Group Division by Language: Group segregation reflects
comfort in using home languages but undermines cross-
, cultural collaboration and the benefits of diverse
perspectives.
Parent-Teacher Communication: Parents' limited English
proficiency impedes effective communication, preventing
active involvement in their children’s education.
2. Application of Psychological Theories
Vygotsky’s Sociocultural Theory: Language is a tool for
cognitive development. If the medium of instruction is not
fully understood, it creates a barrier to constructing
knowledge.
Krashen’s Input Hypothesis: Learners require
comprehensible input slightly above their current
proficiency level (i+1). English-only instruction without
adequate scaffolding may overwhelm them.
Bandura’s Social Learning Theory: Learners model
behaviors they observe, but language barriers limit
opportunities for interaction and peer learning.
3. Practical Strategies to Utilize Multilingualism
Code-Switching: Allow learners to use home languages for
brainstorming or discussions before translating into
English.
Multilingual Glossaries: Create glossaries of scientific
terms in all home languages and English to support
vocabulary development.
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