SURNAME: NDOU
NAME: LUFUNO
STUDENT NO: 13840789
MODULE: ENG2611
SECTION 1
QUESTION 1
1.1. I agree with the view of Leland et al. (2013), we must read what we understand. When a
piece is too complex for us to understand, it is challenging to learn anything from it. We all
need to be able to read, whether it's for employment, school, or just for fun. However,
reading alone is insufficient. We need to be able to comprehend and understand what we
are reading in order to get the full benefits of reading. We won't be able to interact with the
text, assimilate the information, or draw connections if we don't grasp what we are reading.
This can make reading frustrating and pointless. We can better retain the knowledge,
deepen our understanding, and use it in our daily lives if we read books that are written at a
level appropriate for us.
1.2. Reading and writing are symbiotic language abilities, which means they are connected
and mutually beneficial to one another. The relationship can be seen in several ways
including:
Reading improves writing skills: People who regularly read are exposed to a variety of
writing idioms, sentence patterns, and vocabulary. Their own writing abilities are expanded,
and they have a better grasp of how to create writings that are cohesive and well-organized
because of this exposure.
Writing enhances reading comprehension: People have a stronger comprehension of
linguistic norms and patterns when they write. As a result, they get better at understanding
written texts by better understanding complicated ideas, identifying grammatical structures,
and comprehending context.
Vocabulary development: Reading exposes people to a wider range of vocabulary, which
they can then use in their writing; conversely, when people write, they actively search for
the right words to express their thoughts effectively, thus expanding their own lexicon; this
reciprocal relationship between reading and writing helps people build a more extensive
vocabulary overall.
Critical thinking skills: Critical thinking skills are necessary for both reading and writing.
When people read, they interact with the text, consider the data, develop connections, and
reach conclusions. As a result, they can give reasoned arguments, back up their assertions,
and persuade readers of their viewpoints through their own writing by using these critical
thinking skills.
For Example, when we read/write a poem we boost our vocabulary, enhance grammar and
syntax, develop critical thinking, and foster effective communication. Both activities foster a
thorough awareness of language, which helps people in many facets of their personal,
academic, and professional lives.
QUESTION 2
2.1. The image in Text A can be utilized in an English FAL lesson to encourage a multicultural
understanding of literature. The image shows a gathering of individuals from various
cultures who are reading books. Students can learn about many cultures by using this
graphic to introduce the concept of multiple characters and perspectives in literature.
Students can examine how diversity is portrayed in literature and the value of inclusivity in
storytelling via conversations and activities. The image can be used to explore
multiculturalism and its repercussions in a Social Science. The picture depicts people from
various cultures reading and conversing about books together, exemplifying a multicultural
and welcoming community. This can be used to talk about the advantages of
multiculturalism, such the sharing of ideas, and the appreciation of many cultures. Students
can also debate the difficulties and impediments to inclusivity in a multicultural society and
examine tactics for fostering diversity and inclusion.
2.2. Diversity and inclusion are a concept that emphasizes valuing and acknowledging
individual differences and distinctive features while also making sure that everyone, from all
backgrounds, feels a feeling of belonging and is actively involved in a particular setting.
Diversity and inclusion are important in the setting of a multicultural classroom because it
enhances the learning opportunities by bringing other ideas and viewpoints to
conversations and activities, which enriches the learning experience. It fosters open-
mindedness, develops critical thinking skills, and broadens pupils' horizons. It also fosters
respect and acceptance because children in a multicultural classroom often come from
different socioeconomic, racial, and cultural backgrounds. Fostering an environment where
these distinctions are recognized and respected is part of embracing diversity. Every student
should feel included in the classroom community, regardless of their background, for them
to feel respected and welcomed. Thirdly, it strengthens teachers' cultural competence.
Cultural competence is the ability to recognize and be sensitive to the many cultural norms,
values, and traditions that are prevalent among pupils. This guarantees that instructional
strategies and resources are inclusive and applicable to all students. Additionally, inclusion
guarantees that all students have equal access to educational resources and opportunities.
This is known as equity and fairness. Teachers need to be on the lookout for potential
prejudices and make sure that possibilities for success, involvement in the classroom, and
grading is all fair. In conclusion, "diversity and inclusion" in a multicultural classroom foster
respect, equal access to opportunities, cultural competence, and the growth of skills
necessary for children to succeed in a world that is becoming more and more diverse.
QUESTION 3
3.1. Pre-reading phase – Getting ready to read and comprehend the text is a part of this
phase. It involves reading a preview of the work, drawing on existing knowledge of the
subject, establishing reading objectives, and coming up with questions you wish to have
answered as you read. Pre-reading exercises in the Foundation/Intermediate Phase can
include talking about the title, speculating on the subject matter, or teaching essential
vocabulary.
During-reading phase – This stage involves reading the text. It entails actively engaging with
the content, comprehending the key concepts, recognizing the supplementary information,
and interpreting the author's point of view. To improve comprehension and memory, it also
incorporates techniques like annotating, underlining, or taking notes.
Post-reading phase - post-reading exercises support comprehension, promote introspection,
and broaden learning beyond the text. This stage is important since it aids in summarizing
the book, going over notes, and reflecting on the main points and main lessons learned.
Making connections between the text and one's own experiences or prior knowledge is
another aspect of post-reading. During this stage, readers can absorb the knowledge and
assess how well they comprehended the text.
The Foundation/Intermediate part of the English FAL reading lesson relies heavily on the
three stages of the reading process for effective reading. Every stage has a distinct function
and adds to the overall comprehension and understanding of the text. Readers can glean
information, forge connections, and develop a thorough knowledge of the book by taking
part in pre-reading, reading, and post-reading activities.
3.2. Pre-reading phase
- Since the poetry is about friendship, I would encourage the students to define a friend in
their own words. This will help the students connect with the poem.
- In the pre-reading stage, students can infer the poem's topic simply by reading the
heading or title. Based on the available data, they can forecast what might occur next in
the poem. Students can consider their predictions and determine whether they were
accurate during the post-reading step.
During-reading phase
- The poem would be distributed to the students during this stage. Here, they will be able
to relate the poetry to themselves by drawing parallels, and they can also talk about how
those connections have affected how they interpret the poem.
- Students are encouraged to employ critical thinking throughout this phase as they study
the poetry, draw conclusions, and assess the author's work.
Post-reading phase
- Students will have discussions about poetry during this stage. Here, they will contrast
the many perspectives they hold regarding the author's message. This stage enhances
comprehension and enables students to express their opinions.
- As was addressed during the pre-reading process, students should contrast the poem's
message about friendship with their own ideas about what a friend is. This helps the
students to consider the poem's meaning and its applicability to themselves critically.
Additionally, it emphasizes how crucial reading with a personal connection is.
3.3. The poem 'True Friend' is a versatile piece that can be utilized in various literacy lessons
in both Foundation Phase and Intermediate Phase. It can help young learners develop key
literacy skills such as vocabulary, decoding, comprehension, and figurative language. At the
same time, it can spark off important conversations about what constitutes a true friend,
cultivating empathy and compassion among pupils. The poem's simplicity and clarity make it
highly accessible to learners of different ages and reading levels.
SECTION B
QUESTION 4
Introduction:
Language is a fundamental aspect of culture, and its values, traditions, and beliefs are woven
into it. In South Africa, a country of remarkable linguistic and ethnic diversity, numerous
languages are spoken, including Afrikaans, Xhosa, Zulu, Sesotho, and English. According to the
South African Constitution, all official languages must be treated equally, and no language
dominates. Meier and Hartell (2009) contend that many teachers encounter difficult
circumstances that obstruct true intercultural learning, such as the requirement to mediate
learning in opposition to their training or instruct in a language they are not comfortable with.
However, in classrooms, English remains the predominant language of instruction, and it is the
language of power. This essay discusses whether the predominant use of English in classrooms
could diminish the idea of true multicultural learning within a South African context.
Language plays an essential role in educational institutions. It is the medium through which
students acquire knowledge and skills to achieve their academic goals. The choice of language
in education is therefore paramount, as it has far-reaching consequences in learning outcomes.
In South Africa, English has been the dominant language of instruction in schools since colonial
times. The British colonized the country and imposed their language on the indigenous
populations, erasing native languages and imposing a culture of English-speaking. After the
apartheid era, the government introduced a multilingual policy as part of the post-apartheid
education reforms but English still dominates. The reasons for this include access to high-quality
educational materials, a lack of qualified multilingual teachers, and the need for students to be
proficient in the global lingua franca.
Body Paragraph 1: Objection to Multicultural Learning
However, fostering a multi-cultural learning environment is complicated by the prevalence of
English in the classroom. The values, customs, and beliefs of the many South African
communities are entwined with language and culture. When included in the learning process,
the various languages' distinctive worldviews can give students enriching experiences and
exposure to a range of worldviews. According to Smith (2017), a person's language has a
significant impact on their sense of self and cultural heritage. As a result of the emphasis placed
on English at the expense of students' native languages and traditions, students may face a loss
of cultural variety. Some students may feel isolated from the classroom and cut off from their
cultural background if English is the main language of teaching. They might not be able to fully
comprehend complicated concepts when they are offered in a foreign language or be unable to
adequately express themselves in their mother tongues. Learning challenges, low self-esteem,
and cultural alienation may result from this circumstance.
Body Paragraph 2: Impact of English in South African Classroom
There are unquestionable benefits to using English as a universal language of business and
academics. It improves career chances, makes it easier to access global knowledge, and
promotes dialogue between varied groups (Walczyk & Ramsey, 2003). The predominance of
English, however, may unintentionally stifle alternative languages and cultural manifestations,
harming indigenous languages and cultural identities.
A colonial mindset that disregards indigenous languages and cultures and elevates English as
the superior language can also be maintained through the exclusive use of English. Therefore, it
is critical to acknowledge the value of each official language in fostering a multi-cultural society.
In South Africa, socioeconomic factors already play a role in the unequal access to high-quality
education, according to Alexander (2016). Students from disadvantaged backgrounds who
might not have adequate language skills suffer from English's dominance. Making each language
understandable to the pupils is crucial since each one represents a distinct perspective. Such
acknowledgment supports students' cultural identities and gives them the confidence to
actively engage in the learning process, paving the way for a lifetime of valuing and celebrating
diversity.
Body Paragraph 3: Promoting Inclusivity in Multicultural Learning
Despite the difficulties provided by using just English, there are several steps that can be taken
to encourage multi-cultural learning. The promotion of mother-tongue education is one such
measure. Furthermore, studies have shown that instruction in a student's mother language
enhances learning outcomes (Brock-Utne, 2015). This strategy acknowledges the distinctive
contribution that each native language brings to education. It respects diversity and adheres to
the constitutional concept of culturally inclusive education. By recognizing and enhancing
learners' cultural identities, mother tongue instruction fosters cognitive growth and improves
students' learning capabilities.
Another approach is the creation of a supportive policy environment for other official languages
outside English. This includes providing resources, textbooks, and qualified teachers, who can
provide instruction in other official languages. The government must support the development
of multilingual learning materials that cater to the needs of different communities. It will ensure
that equal opportunities are availed of all learners, regardless of their language background.
Conclusion:
In conclusion, the problems with the overuse of English in the classroom may hinder genuine
multicultural education in a South African. This essay demonstrates the connection between
language and culture and the detrimental effects that using just English in the classroom can
have on other official languages and civilizations. However, encouraging mother tongue
education can result in more equal access to school and provide students the confidence they
need to fully engage in the learning process. It is possible to establish inclusive learning settings
that recognize, appreciate, and promote South Africa's diversity with the help of a supportive
policy environment and community cooperation. Such actions will go a long way toward
guaranteeing that each person may realize their full potential and actively participate in the
socioeconomic growth of the country.
REFERENCE
N. Alexander (2016). A complex blending of transformation, trans language, and decolonization
characterizes South Africa's language policy and planning. Contemporary Language Planning
Issues, 17(1), 1–20.
B. Brock-Utne (2015). The use of English in language policies and practices in South Africa and
Tanzania. Journal of Comparative Education, 45(2), 195-214.
(2017) Smith, L. T. Third edition of the book Decolonizing Methodologies: Research and
Indigenous Peoples. The Zed Books Ltd.
Ramsey, L. R., and J. J. Walczyk (2003). The effects of language dominance and language barriers
on attitudes of Hispanics toward Hispanics. Behavioural Sciences in Hispanics, 25(4), 413-430
