Home Language Teaching in the Intermediate Phase (TMN3702)
Établissement
University Of South Africa (Unisa)
QUESTION 1
1.1 What aspects should a home language teacher keep in mind when teaching a home
language to intermediate phase (IP) learners in a multicultural context?
(20)
1.2 What opportunities and challenges do you think you are likely to face as a home
language teacher in South Africa and ho...
Home Language Teaching in the Intermediate Phase (TMN3702)
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Question 1
1.1. What aspects should a home language teacher keep in mind when teaching a home language
to intermediate phase (IP) learners in a multicultural context?
When teaching a home language to intermediate phase (IP) learners in a multicultural context,
a home language teacher should consider several aspects:
Cultural Sensitivity: Understand and respect the diverse cultural backgrounds of the learners.
Incorporate culturally relevant content and examples in the teaching materials.
Language Proficiency Levels: Recognize that learners may have different levels of
proficiency in the home language due to their multicultural backgrounds. Differentiate
instruction to accommodate varying language abilities.
Inclusive Teaching: Create an inclusive classroom environment that values and respects all
languages and cultures represented in the classroom.
Multilingualism: Acknowledge and embrace the multilingualism of the learners. Encourage
the use of multiple languages and promote translanguaging as a valuable resource for learning.
Culturally Relevant Content: Select teaching materials and examples that reflect the cultural
diversity of the learners. This can help students relate to the content and feel represented in the
classroom.
Differentiated Instruction: Use teaching strategies that cater to the diverse needs of learners,
including those with different language backgrounds and proficiencies.
Parental Involvement: Encourage parental involvement and support, especially when it comes
to understanding the cultural and linguistic needs of the learners.
[OR]
When teaching a home language to intermediate phase (IP) learners in a multicultural context, a
teacher should consider several key aspects to ensure effective and inclusive language education.
Cultural Awareness and Sensitivity
Recognize the diverse cultural backgrounds of learners and how these influence their language
use and learning. Understanding the cultural context can help teachers relate better to students
and make the learning experience more relevant and engaging.
Acknowledge and respect each learner’s cultural heritage. This includes being aware of
different cultural practices, values, and social norms, which are often reflected in language use.
, Multilingualism and Translanguaging
Embrace multilingualism as an asset in the classroom. Encourage students to use their home
languages as a resource for learning the target language. This can involve activities where
learners mix languages (translanguaging) to better express themselves and understand new
concepts.
Be tolerant of code-switching, where learners switch between languages in conversation. This
is a natural part of multilingual communication and can aid in understanding and learning.
Language Proficiency Levels
Recognize that learners will have varying levels of proficiency in the home language and other
languages they speak. Tailor instruction to meet these diverse needs, providing additional
support where necessary.
Culturally Responsive Teaching
Implement culturally responsive teaching practices that validate and reflect the cultural
identities of learners. This involves integrating cultural references and examples into the
curriculum and being mindful of cultural biases.
Encourage learners to share their cultural experiences and knowledge, fostering a classroom
environment of mutual respect and learning.
Inclusive Curriculum and Pedagogy
Design a curriculum that includes diverse cultural perspectives and materials. Use texts and
resources that reflect the cultural backgrounds of the learners and promote intercultural
understanding.
Use pedagogical approaches that are inclusive and consider the different learning styles and
needs of students from various cultural backgrounds.
Developing Intercultural Competence
Aim to develop not just linguistic proficiency but also intercultural competence. This means
helping students become aware of and appreciate cultural differences, and equipping them with
the skills to navigate and respect these differences in communication.
Foster an environment where learners feel valued for their linguistic and cultural contributions,
thereby enhancing their self-esteem and motivation to learn.
By keeping these aspects in mind, home language teachers can create a more inclusive, respectful,
and effective learning environment that accommodates the diverse linguistic and cultural
backgrounds of their students.
(Study Guide - Page 12-20)
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