TMN3702 Assignment 2 (COMPLETE ANSWERS) 2024 (575343) - DUE 31 May 2024 100% TRUSTED workings, explanations and solutions.... QUESTION 1 1.1. In the South African context, we often have classrooms with diverse cultures and languages. Some learners may be more proficient in their home language than ...
Exam (elaborations) TMN3702 Assignment 2 (COMPLETE ANSWERS) 2024 (575343) - DUE 31 May 2024 • Course • Teaching Home Language Intermediate Phase (TMN3702) • Institution • University Of South A...
Exam (elaborations) TMN3702 Assignment 2 (COMPLETE ANSWERS) 2024 (575343) - DUE 31 May 2024 • Course • Teaching Home Language Intermediate Phase (TMN3702) • Institution • University Of South A...
Exam (elaborations) TMN3702 Assignment 2 (COMPLETE ANSWERS) 2024 (575343) - DUE 31 May 2024 • Course • Teaching Home Language Intermediate Phase (TMN3702) • Institution • University Of South A...
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University of South Africa
Teaching Home Language Intermediate Phase
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TMN3702 Assignment
2 (COMPLETE
ANSWERS) 2024
(575343) - DUE 31 May
2024 100% TRUSTED
workings,
explanations and
solutions.
ADMIN
[COMPANY NAME]
, QUESTION 1 1.1. In the South African context, we often have classrooms
with diverse cultures and languages. Some learners may be more proficient in
their home language than in the language of instruction. Name and discuss
five ways in which you would incorporate translanguaging in your lessons, to
bridge the language gap and ensure that all learners are catered for in a
multicultural classroom. (15) 1.2. Discuss the challenges and benefits of
teaching home languages in a multicultural context. Explain how you can
adapt your teaching to ensure an all-inclusive classroom environment. (15)
(30)
1.1. Incorporating Translanguaging in Lessons:
1. Multilingual Resources: Utilize multilingual resources such as bilingual
dictionaries, books, and digital materials that provide content in both the
home language and the language of instruction. This allows students to access
information in their stronger language while gradually building proficiency in
the target language.
2. Code-Switching: Encourage students to code-switch between their home
language and the language of instruction when expressing ideas or concepts.
By allowing code-switching in discussions and activities, students can
comfortably participate using the language they are most comfortable with
while still being exposed to the target language.
3. Peer Tutoring: Implement peer tutoring strategies where students proficient
in the language of instruction can assist their peers who may be struggling.
This creates a supportive learning environment where students can learn from
each other and build confidence in using the target language.
4. Language Buddies: Pair students who speak different languages as language
buddies. This allows them to practice speaking and listening skills in both
languages while fostering cross-cultural understanding and empathy.
5. Language-Integrated Activities: Design activities that integrate both the
home language and the language of instruction. For example, students can
create bilingual presentations or write essays that incorporate both languages.
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