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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%
TRUSTED Complete, trusted solutions and
explanations.
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.
Analysis of Scenarios:
Scenario 1: Language Barriers in a Multicultural Context
1. Language Barriers Affecting Learning
o Understanding of Scientific Terminology: Learners
struggle with scientific English terms, creating a gap
between comprehension and application.
o Participation and Confidence: Learners may feel
intimidated or excluded due to limited English
proficiency, leading to reduced participation.
o Written Expression: While learners grasp concepts,
poor English expression prevents them from
accurately conveying their understanding.
, o Group Dynamics: Groups forming along language
lines limit cross-cultural interaction and collaboration.
o Parent Communication: Language barriers prevent
effective parent engagement, affecting support at
home.
2. Psychological Theories Applied
o Vygotsky's Socio-Cultural Theory: Language is a tool
for learning and social interaction. Limited English
proficiency restricts access to shared learning
experiences and higher-order thinking.
o Maslow’s Hierarchy of Needs: Language barriers may
inhibit learners’ sense of belonging, impacting self-
esteem and the motivation to learn.
o Bandura’s Social Learning Theory: Hesitancy in
participation reduces opportunities for observational
learning and peer-based knowledge sharing.
3. Strategies Using Multilingualism as a Resource
o Code-Switching: Encourage learners to use their
home languages during group discussions to explore
concepts, then translate outcomes into English.
o Multilingual Glossaries: Develop glossaries of
scientific terms in isiZulu, Sesotho, Xitsonga, and
Shona to aid understanding.
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