BEd (INTERMEDIATE PHASE TEACHING)

ASSIGNMENT 1: 22 FEBRUARY 2024

THIS ASSESSMENT COVERS UNITS 1 - 2
ASSESSMENT STUDENT GUIDELINE (ASG)
MODULE NAME INTRODUCTION TO THE LANGUAGE AND LITERACY
LANDSCAPE IN THE INTERMEDIATE PHASE
MODULE CODE I-LLL 110
NQF LEVEL 5
EXAMINER MR B. AKONTOH
INTERNAL MODERATOR MS J. KOCH
ACADEMIC HEAD MR H. KRUGER
TOTAL MARKS 100

Dear Student

Markers were provided with the following guidelines to mark your assessment and were
told to:
• Use their discretion when marking, as students' answers will be different.
• Offer insightful written feedback (constructive or affirmative).
• Ensure that marks are allocated to relevant answers.
• Check if you have correctly acknowledged all the relevant sources used.
• Check if you have provided a reference list
• Deduct marks when plagiarised or using AI.

Plagiarism and Artificial Intelligence (AI)

Plagiarism is not allowed when you copy someone else's work/ideas without acknowledging
them. To acknowledge information written by a person(s), you need to reference or cite that
person using correct referencing techniques. In addition, you need to provide examples in
your answer where it is asked/requested in the question.

Include in-text references where applicable (including referring to the CLG), as you will have
to declare your sources at the end of the paper. The list must be made in accordance with
the Harvard-style Referencing Guide employed by SANTS.

Using artificial intelligence (such as ChatGPT) to produce content and images and then
represent these as your own work is considered a severe irregularity that will be penalised
accordingly.

This ASG was developed and provided to assist you in understanding where you made mistakes
so that you are better prepared when completing future assessments. Additional support
material, as well as where in the CLG the concepts related to the answer can be found, is
referenced in each question. In addition, guidance and ideas are provided to assist you with
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formulating answers to questions in future assignments and examinations. Each question is also
discussed in relation to Bloom's Taxonomy (see table below). This is done because, as a
student, if you can identify and analyse the questions according to their level of difficulty or
cognitive demand, you will know where to look for answers. As a result, you will be able to
respond correctly to the questions.

Bloom's Taxonomy:
The following table of icons depicts each level of Bloom's taxonomy and explains its cognitive
demand. These icons, along with the colours represented in the following pyramid figure, are
used throughout the ASG to indicate which level of the taxonomy each question required.

ICON EXPLANATION
Bloom's Taxonomy

This is a knowledge-based question which means that the answer can be easily
found. It only requires you to recall (remember) information related to the content
in your CLG. Although this may be asked as part of a question in your assessments,
you will be expected to answer most questions at higher cognitive levels (from the
next level onwards) since you are now at a higher education institution.
This is a comprehension-based question which means that you would need to
understand the concept to show that you have grasped the meaning of it.

This is an application-based question which means that you would need to

understand the concept thoroughly to apply it in a new situation, such as illustrating
its characteristics when formulating a practical, detailed example.

This is an analytics-based question which means that you would need to

examine (scrutinise) the concept and what you know and understand about it to
provide an answer.

This is an evaluation-based question which means that you would need to

evaluate the concept and examine information to form and potentially make
judgements.

This is a creative-based question which means that you would need to apply what
you know and understand about the concept to create (design) something new.

Bloom's taxonomy categorises levels of thinking according to a hierarchical structure, from

lower-order to higher-order thinking skills, and aids in developing differentiated critical thinking
skills. According to Bloom's taxonomy, there are six levels of thinking: remembering,

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understanding, applying, analysing, evaluating and creating. These can be seen below, along
with a definition of what each entails when developing that thinking skill:

(Center for Instructional Technology and Training, 2021)

Referencing in an assessment:
More information about referencing can be found in the Student Orientation Booklet and support
material uploaded for you regarding General Referencing Support for Assessments. In addition,
please read other support materials on MySANTS.

Here is an example of the acceptable way to reference according to the SANTS referencing
style:

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 QUESTION ONE 26

Read Unit 1, Section 1, ‘The global language landscape’ in your I-LLL 110 Curriculum and
Learning Guide (CLG) and answer the questions that follow.

1.1 Fill in the missing word(s) in the relevant spaces below by choosing the correct word from
the word box provided. Provide only the letter and word of your choice. For example: (K) =
literacy (10)

status, deciding, cultures, global, indigenous, mother-tongue, CALP, literacy, sensitive,

migration, communities. (only 10 of these are needed to complete the question)

According to Cummins (1997), the ... (A)… is the medium by which learning is stimulated and
assists learners with understanding, since it is the primary language of each learner. When
reading and writing ability has been developed in the classroom then learners have improved
their ... (B)… Parents are often influenced by the …(C)… that a language carries. Since
English is a … (D)… language, it is often the … (E)… factor when a school is selected for a
child. The language and … (F)… development of each learner are the primary focus areas in
the early years of schooling so a lot of time is spent on this. The … (G)… of people into towns
and cities has resulted in … (H)… with different … (I)… and languages interacting with each
other. Because English is a language that is not … (J)… to African countries, many speakers
learn it as an additional language.

Note to student: This question counts 10 marks. You were awarded 1 mark for each
correctly placed term. If you made any spelling mistakes, you were not awarded the mark
as the words were provided for you to see.

Answers | The link between language, literacy and education | Analysing (10)
| (Joubert et al, 2020, pp. 7a-10).

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 • When tackling a question with fill in the missing word, it is advisable to first check
the words which are available from the box and start off by using the words which
you are most familiar with. This will then increase your chances of successfully
filling in the other missing words through the process of elimination.
• Another important thing is to check whether the word(s) inserted in the space
provided fit well i.e, there are no sentence structure errors.
• Lastly, ensure that you are spelling the word(s) correctly as they are provided to
you. Marks were deducted from words which were misspelt since they had been
provided to you.

1.2 Explain three possible implications when indigenous languages are not taught in schools
using your own words (6 marks). In your response mention two ways by which indigenous
languages and culture can be promoted within the classroom environment (4 marks). (10)

Note to student: This question counts 10 marks. You were awarded 2 marks for each
relevant point regarding the implications that exist when indigenous languages are not
taught in schools, up to 6 marks. You were awarded only 1 mark for each point if you
copied directly from the CLG without using their own words. You were awarded 2 marks
for each relevant point about how indigenous languages can be promoted in the
classroom environment, up to 4 marks.

Implications of not teaching indigenous languages (3x2), indicated how to promote indigenous
languages in the classroom (2x2)

Answers | Home language-based education | Understanding (6), Applying (4)

| (Joubert et al, 2020, p. 9).

• Consult the relevant page indicated above when addressing this question.
• Ensure that you address both parts of this question when observing the breakdown
of the question.
• Provide practical solutions to deal with the promotion of indigenous languages and
cultures in the classroom.

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 • Use your own words whenever possible to avoid being penalised.

1.3 Basic interpersonal communication skills (BICS) is a precondition for cognitive academic
language proficiency (CALP) (Joubert et al., 2020, p. 7). Using your own words, explain what is
meant by this statement by linking it to a learner’s academic success at school. will be penalised
if you copy directly from any source. (6)

Note to student: This question is counts 6 marks. You were awarded 2 marks for each
relevant point related to the key issues (BICS, CALP & scholastic progress) mentioned.
You were awarded only 1 mark for each relevant point if you copied directly from the CLG
or any other source without citing.

Explained meaning of the statement correctly (2x2), linked it to learners academic success (2)

Answers | The link between language, literacy and education | Analysing (6)
| (Joubert et al, 2020, pp. 7-8).

• This question required you to interpret the statement by explaining the key
concepts mentioned.
• You then needed to link your interpretation to the second part of the question which
was academic success.
• Use your own words whenever possible to avoid being penalised.

QUESTION TWO 20

Read Unit 1, Section 2, ‘The South African language landscape’ in your I-LLL 110 Curriculum
and Learning Guide (CLG) then, answer the questions that follow.

2. Read through the following scenario before answering the questions below:

Anele’s language dilemma

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 One of your learners named Anele, who is a 9-year-old boy, has just started attending
Sekwane Primary, a school in the Northern Province where you are a teacher. Anele’s father
has found work at a nearby mine in the area and he therefore relocated his family from the
Eastern Cape where isiXhosa is the main language spoken. Sepedi is the language of learning
and teaching at the school. Anele’s mother, Patricia, was born in the Northern Province and
grew up in the area. She is familiar with the local dialect and is fluent in English, Sepedi and
isiXhosa. However, because Anele spent most of his time in the Eastern Cape with his father,
he is only able to speak isiXhosa and English.

2.1 You have been asked to explain to his parents what the national language policy in education
(LiEP policy) is about and how it will influence Anele’s language learning in the classroom. Use
the following points to guide you in your explanation:

• Create your response in which highlight three relevant points of what you will say to
Anele’s parents using your own words (6 marks).
• Remember to consider the specific scenario above and include a reference to the
language in education policy in your response (4 marks).
• You will be penalised if you copy directly from any source. (10)

Note to student: This question counts 10 marks. You were awarded 2 marks for each
relevant point if you used your own words. You were awarded only 1 mark for each point
of the LiEP if you copied directly from the CLG or any other source. You must
contextualise how this policy affects the classroom.

3 points explaining LiEP policy in own words (3x2), referred to the scenario/LiEP policy (2x2)

Answers | Important language policies | Understanding (6), Analysing (4)

| (Joubert et al, 2020, pp. 13-14).

• You need to explain the policy in a way that applies to the classroom context.
• Consult the relevant page indicated above when addressing this question.
• Remember to also refer to the specific scenario if asked a similar question in future.
• Use your own words whenever possible to avoid being penalised.

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2.2 Explain the difference between a learner’s home language and the Language of Learning
and Teaching (LoLT) (4 marks) then, describe three language learning strategies that you can
implement in order to assist Anele with coping in a multi-lingual environment, how will you assist
Anele in learning both languages effectively (6 marks). (10)

Note to student: This question counts 10 marks. You were awarded 2 marks for each point
on the difference between home language and the language of learning and teaching
provided by the student up to 4 marks maximum. You were awarded 2 marks for each
relevant strategy provided by the student up to 6 marks maximum. Professional
discretion is advised as student responses may vary. Below are some examples of
anticipated responses.

Explained the difference between HL and LoLT (2x2), provided 3 strategies to assists Anele’s
language development (3x2)

Answers | Home language/Language of Learning and Teaching | Understanding

(4), Applying (6) | (Joubert et al, 2020, pp. 8-9).

• You must distinguish between home language (HL) and the language of learning
and teaching (LoLT)
• Consult the relevant page(s) indicated above when addressing this question.
• Remember to also refer to the specific scenario if asked a similar question in future
by providing ‘practical’ solutions to the identified problem.
• Use your own words whenever possible to avoid being penalised.

QUESTION THREE 30

Read Unit 2, Section 1, ‘The structure of language’ in your I-LLL 110 Curriculum and Learning
Guide (CLG) then, answer the questions that follow.

3.1 Choose any THREE linguistic features provided in the box below. Using your own words,
create three coherent, integrated paragraphs that explain each of the three concepts. Make
use of the following points to guide you in your answer:

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 • You need to demonstrate your understanding by making two valid statements about
each concept in your response (3x4=12 marks).
• You must also describe how you would develop the THREE chosen linguistic features
when teaching young learners, by describing a suitable learning activity (3x2=6 marks).
• You will be penalised if you only write down a list or you copy it directly from any source.
(18)

Pragmatics Semantics sentence structure Phonology

Note to student: This question counts 18 marks. You were awarded 2 marks for each
relevant point made about each of the key concepts, a maximum of 4 marks per concept
(12 marks in total). You were awarded ONLY 1 mark per valid statement if you did not use
your own words. You were awarded 2 marks for each relevant point of how the selected
concept can be developed/taught in class up to a maximum of 2 marks per concept (6
marks in total).

Provided 2 valid statements for each of the 3 concepts (4x3), provided a relevant example of
how it can be taught in the classroom (2x3)

Answers | Linguistic features of spoken language | Understanding (12),

Applying (6) | (Joubert et al, 2020, pp. 22-28).

• You must provide two key statements when starting your response to this
question. Ideally you should provide a definition of the chosen concept and then
an expansion of the definition as your second statement.
• The second part to this question requires you to provide a practical classroom
activity that addresses the teaching of the chosen concept.
• Consult the relevant page(s) indicated above when addressing this question.
• Use your own words whenever possible to avoid being penalised.
• Always remember to take the mark allocation into consideration when planning
your response and therefore avoid just giving key words/phrases as a response.
Instead provide a full explanation using your own words to ensure you receive full
marks.
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3.2 “Language is like the ocean, the vast expanse can be seen from the shoreline, however, in
order to really appreciate its value, one must be able to take a deep dive into its depth”. Evaluate
the above statement regarding the analogy between language and the ocean, and address the
following:

• Discuss the meaning of the above analogy according to the level structures that make up
language (8 marks).
• Draw a conclusion for your discussion regarding the implications that the knowledge of
level structures of language will have for you as a future teacher in the classroom (4
marks).
• Ensure that you have two paragraphs (the first paragraph should contain the
interpretation of the analogy together with the level structures of language, and the
second paragraph should be your conclusion on the implications that this knowledge will
have for you as a future Intermediate Phase teacher.
• You will be penalised if you do not use your own words and fail to adhere to the
instructions.
(12)

Note to student: This question is counts 12 marks. You were awarded 2 marks for each
relevant point made about each of the key concepts up to a maximum of 4 marks per
concept (8 marks in total). You were awarded ONLY 1 mark per valid statement if you did
not use their own words. You were awarded 2 marks for each relevant point given by the
student regarding the implications that knowledge of the level structures of language will
have for the Intermediate Phase teacher (4 marks in total). Students’ responses may differ
so professional discretion is advised. Below is only one example of a possible response.

Provided a valid statement for physical level structure together with analogy explanation (2x2),
Provided a valid statement for deeper level structure together with analogy explanation (2x2),
discussed the implications of such knowledge for the future teacher (2x2)

Answers | Level structures of language | Evaluating (12) | (Joubert et al, 2020, pp.
30-31).

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 • An analogy type question will often require you to interpret the meaning of what
has been said by making a comparison between the two concepts being addressed
which in this case is language and the ocean.
• You have to provide a response that highlights the similarities between the two
concepts as that is the main purpose of why an analogy is used.
• The second part of the question requires to explain how the knowledge of the level
structures of language will influence your approach when teaching in the
classroom, your aim must always be to impart your understanding to your learners
by addressing how you will go about it.
• Consult the relevant page(s) indicated above when addressing this question.
• Use your own words whenever possible to avoid being penalised.
• Always remember to take the mark allocation into consideration when planning
your response and therefore avoid just giving key words/phrases as a response.
Instead provide a full explanation using your own words to ensure you receive full
marks.

QUESTION FOUR 24

Read Unit 2, Section 2, ‘The meaning of literacy’ in your I-LLL 110 Curriculum and Learning
Guide (CLG) then, answer the questions that follow.

Refer to the following images of signs and symbols below before addressing the question:

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4.1 Identify any four of the symbols above (4 marks) and explain what they mean (4 marks).
Provide one place where each of the four chosen symbols can be found (4 marks).

• You are allowed to research these symbols; however, you must indicate the source of
your information. Alternatively, if you did not source the information you must indicate that
you have not sourced the information.
• Ensure that you type out the relevant letter before your explanation in your response. For
example: J. A stop sign- This means that a vehicle is required to stop at that point.
This can be found at an intersection on the road. (12)

Note to student: This question counts 12 marks. You were awarded 1 mark for each
correct identification of a symbol (4 marks in total). You were awarded 1 mark for each
correct explanation of the identified symbol (4 marks in total). You were awarded 1 mark
for each correct location of where the symbol can be found (4 marks in total). 2 marks
were deducted if you made no indication regarding the source of your information.

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Correctly identified the symbol (1x4), correctly explained the symbol (1x4), correctly provided a
relevant location for the symbol (1x4)

Answers | The meaning of literacy | Evaluating (12) | (Joubert et al, 2020, pp. 33-34)

• Consult the relevant page(s) indicated above when addressing this question.
• You must be able to understand that literacy does not only comprise of reading
and writing but also includes the interpretation of signs and symbols in order to
extract meaning from text, this includes viewing information for understanding.
• Use your own words whenever possible to avoid being penalised.
• Always remember to take the mark allocation into consideration when planning
your response and therefore avoid just giving key words/phrases as a response.
Instead provide a full explanation using your own words to ensure you receive full
marks.

4.2 Explain your understanding of what literacy as a social practice entails and how this differs
from literacy in general (4 marks). Describe four practical ways that you could promote literacy
as a social practice within the classroom environment (8 marks). (12)

Note to student: This question counts 12 marks. You were awarded 2 marks for each
relevant point given by the student regarding their understanding of literacy as a social
practice and how this differs from literacy in general. You were awarded 2 marks for each
practical way described by the student regarding the promotion of literacy as a social
practice in the classroom. Professional discretion is advised when You were awarding
marks as student responses may differ.

Explained their understanding of literacy in a general sense and as a social practice (4),
described 4 practical ways to promote literacy as a social practice in the classroom (8)
Answers | Literacy as a social practice | Understanding (4), Applying (8) | (Joubert
et al, 2020, pp. 34-37).

• You must begin your response by distinguishing literacy in a ‘general’ sense and
‘literacy as a social practice’.

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• The second part to this question requires you to provide practical activities that
would promote literacy as a social practice meaning that all your suggested
activities should contain an element of social engagement between learners, the
teacher and others.
• Consult the relevant page(s) indicated above when addressing this question.
• Use your own words whenever possible to avoid being penalised.
• Always remember to take the mark allocation into consideration when planning
your response and therefore avoid just giving key words/phrases as a response.
Instead provide a full explanation using your own words to ensure you receive full
marks.

Total: 100

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