Unformatted text preview: De p e
nt o ang u ul
dC ture ge
n e L
age duc ati Ar
on, ts a n Prof MM Nieman
Dr WM Liebenberg
University of South Africa
Pretoria © 2019 University of South Africa
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University of South Africa
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Preface vii Learning unit 1: From outcomes-based education to the national curriculum statement
grades R-12 1 1.1
Norms and standards
An Outcomes-Based Approach to Education (OBE)
The curriculum and assessment policy statement (caps) 2011
10 Learning unit 2: Teaching a home language in a multicultural context 11 2 2.1
Home language, first and second additional languages
Switching and mixing codes
Language teaching ln a multicultural context
Culture and language teaching
Languages with high and low status in South Afrlca
Overview of the learning unit
27 Learning unit 3: Listening and speaking instruction 28 3 3.1
3.15 1 Introduction
What the CAPS says about listening and speaking
Unpacking the listening skill
Why is listening instruction necessary?
How to teach listening
Using stories during listening instruction
Teaching interactive listening
Teaching learners to listen and carry out instructions
Getting and keeping learners’ attention when listening
Teaching activities designed to develop learners’ listening skills
Integrating listening with other skills
Overview of the learning unit
iii TM N3702 /1 CO N T EN T S Learning unit 4: Teaching reading and viewing 4 4.1
What the CAPS says about reading and viewing
Unpacking the reading and viewing skill
Why is reading and viewing instruction important?
How to teach reading
Additional learning experiences
Overview of the learning unit
Conclusion Learning unit 5: Writing instruction 5 5.1
What the CAPS says about writing and presenting
Key aspects of writing instruction
Writing as a process
How to guide learners through the writing process
Teaching different types of writing exercises
Overview of the learning unit
Conclusion Learning unit 6: Teaching language structures and conventions 6 6.1
What the CAPS says about the teaching of language structures and conventions
Guidelines for teaching language structures and conventions
The traditional approach versus the progressive approach
The whole-language approach
Teaching dictionary use
Teaching idioms and proverbs
Overview of the learning unit
Conclusion Learning unit 7: Lesson planning, presentation and assessment 7 7.1
What the CAPS says about planning
The nature of planning and preparation
Long-term planning: The Annual Teaching Plan (ATP)
Lesson planning and preparation
Planning for and conducting assessment ...........
197 Co nte nt s 7.8
7.11 At what levels should learners be assessed?
Assessing different language skills
Overview of the learning unit
217 REFERENCES 219 ...........
v TM N3702 /1 T E ACH I N G O F H O M E L AN G UAG E ...........
vi TEACHING OF HOME
i. Getting started
Welcome to Teaching of Home Language (TMN3702), a module that is offered
by Unisa’s Department of Language Education, Arts and Culture. We would
like to take this opportunity to wish you success in your academic year.
Your study material for this module includes
• this study guide
Tutorial Letter 101
any other tutorial letters you may receive throughout the year
any additional information provided on your e-tutor site on myUnisa
any additional electronic communication you may receive, such as
Announcements from your lecturer or e-tutor Tutorial Letter 101 will be part of your study pack or will be posted to you,
but you can also access it on myUnisa. You can do this by clicking on Official
Study Material in the menu on the left.
Tutorial Letter 101 is just one of the tutorial letters you will be receiving during
the year. However, it is extremely important that you read this tutorial letter
carefully. You will also receive Tutorial Letter 201 during the year, after the
respective due dates for submission of each assignment. Tutorial Letter 201
is closely linked to Tutorial Letter 101 and will provide you with feedback on
the answers to the assignments.
In this introductory section, we will give you an overview of and some general
information about this module. We will also tell you more about how you can
study for this module, how to use myUnisa and about the assessment process
for the module.
Your study guide and tutorial letters contain everything you need to complete
this module. However, you may benefit from also using the module website
on myUnisa. By using this site, you can
• submit assignments (It is advisable that you submit your assignments online,
as this will ensure that you receive prompt feedback and comments.)
• access your official study material
• access the Unisa Library functions
• “chat” to your lecturer or e-tutor and fellow students and participate in
online discussion forums
• access a variety of learning resources ...........
vii TM N3702 /1 T E ACH I N G O F H O M E L AN G UAG E Check the site regularly for updates, posted announcements and additional
resources uploaded throughout the year..
Please note that there are two sites you should use in studying this module.
The first is the module site, where you will find the learning units and where
you can communicate with your lecturer. In your list of modules, this usually
has a name in the following format:
module code-year-semester (e.g. TMN-19-S1)
The second site is your e-tutor site, where you can communicate with your
e-tutor and fellow students. This site has the same name as the module site,
but with “-1E” or “-2E” added at the end, depending on the semester or year,
Your e-tutor is there to support your learning and you can post any questions
to him or her in the site’s Discussion Forum, under the appropriate topic for
general questions. In another forum, you will be able to communicate with
your fellow students.
On the e-tutor site, you should also respond to discussion questions that are
given in the learning units. Your e-tutor may provide you with the opportunity
to engage in additional discussions or to do specific online tasks or activities;
please participate in these fully, as they will greatly assist you in your learning. Both the lecturer and e-tutor may also send you announcements from
time to time. ii. Contact details and student support services
Our contact details, as well as those of the academic department, are provided
in Tutorial Letter 101. Should you need to contact the university about matters
not related to the contents of this module, consult the publication entitled
Study @ Unisa, which you received with your study material. This brochure
contains information on how to contact the university (e.g. to whom you can
write with different queries; important telephone and fax numbers; addresses
and details of the opening and closing times of particular facilities).
You can also make use of the following contact routes: ...........
viii Unisa website or E-mail (general
enquiries) [email protected] Queries related to
registrations [email protected] Assignment enquiries [email protected] Examination enquiries [email protected] Te a ch i n g o f h o m e l a n g u a g e Study material enquiries [email protected] Student account
enquiries [email protected] Assistance with myUnisa [email protected] Assistance with myLife
e-mail accounts [email protected] SMS (South Africa only) 32695 (You will receive an automated-response
SMS with the various SMS options.) General fax number 012 429 4150 For information about the various student support systems and services available at Unisa (e.g. student counselling, tutorial classes, language support), you
may also consult the Study @ Unisa brochure. Note the following support
systems that you could use:
• Fellow students
It is always a good idea to have contact with fellow students. You can do this
using the Discussions/Discussion Forums option on myUnisa. You can also
use this option to find out whether there are students in your area who would
like to form a study group.
Study @ Unisa lists all the services offered by the Unisa Library.
To log in to the library website and access the library‘s online resources and
services, you will be required to provide your login details (i.e. your student
number and your myUnisa password). This will enable you to
• request library material
• view and renew your library material
• use the library’s e-resources
• Unisa’s Directorate for Counselling and Career Development (DCCD)
The DCCD supports prospective and registered students before, during and
after their Unisa studies. There are resources on their website ( .
ac.za/sites/corporate/default/About/Service-departments/Counselling-andCareer-Development), as well as printed booklets available to assist you with
• career advice and how to develop your employability skills
academic literacy (reading, writing and quantitative skills)
examination preparation The DCCD can also assist you with improving your personal wellness: in
this regard, see their website at
ix TM N3702 /1 T E ACH I N G O F H O M E L AN G UAG E • Student Health and Wellness
Your physical health is an important factor in your learning success. Obtaining an educational qualification is challenging and may be stressful at times.
Therefore, it is vital that you try to maintain a healthy lifestyle to ensure that
you cope physically with the demands of your studies.
If you suspect that you may be suffering from a chronic health condition – or
you know that you suffer from such a condition but are unsure about the medical options and treatments available – you could approach Unisa for further
information and support. See Unisa’s Student Health and Wellness website,
which you can access from Unisa’s main website: click on About, Service Departments, Student Affairs and then on Student Health and Wellness. Here
you will find details of Unisa’s health and wellness clinics and some health
and wellness resources.
Note that if you do have a health-related condition, such as HIV/AIDS, or you
have a close family member with this or another chronic health condition, you
need to take cognisance of this in planning your studies. It would be unwise
to cram tasks, as this creates enormous stress, which negatively affects your
performance as a student, as well as your health. Planning your studies is essential so that you work consistently and make steady progress.
It is a good idea to know your health status (HIV/AIDS, blood pressure, diabetes, cholesterol, etc). Medical tests can identify if you have a specific health
condition; thereafter, with the necessary medical and supportive interventions,
you can prolong and improve the quality of your life and your chances of success in your studies.
If you would like to obtain basic information about the prevention of, testing
for and treatment of HIV/AIDS, you could also consult the following web links:
• (click on Living
You could also approach the DCCD about counselling in this regard.
• The Advocacy and Resource Centre for Students with Disabilities
You will find more information about this centre on their web page at
You can also contact the centre at 012 441 5470/1. iii. Purpose of and outcomes for this module
The purpose of this module is to equip you with the knowledge, skills and
values to teach Home Language in the Intermediate Phase (Grades 4-6) of
the General Education and Training Band. All four language skills, namely
speaking, listening, reading and writing – as well as language structures and
conventions – will be dealt with in this Teaching of Home Language module. ...........
x Te a ch i n g o f h o m e l a n g u a g e Home language teaching and learning in South Africa will enhance the level
of multilingualism in the country.
The outcomes and assessment criteria for the module are as follows:
Specific outcome 1:
Understand home language acquisition theories, as well as appropriate pedagogical approaches.
• Outline home language acquisition theories.
Take different teaching and learning contexts into consideration.
Compare and evaluate different language teaching approaches.
Describe the role of sociocultural influences in home language acquisition. Specific outcome 2:
Identify and implement a variety of roles that are essential in learners’ acquisition of home language listening and speaking skills.
• Outline an understanding of listening and speaking as core skills in home
• Define various listening and speaking skills to enable learners to recognise
values and attitudes embedded in oral presentations.
• Discuss the value of listening and speaking with understanding.
• Illustrate knowledge of effective listening and speaking to enable learners
to collect and synthesise information, to construct knowledge, to solve
problems and to express ideas and opinions.
Specific outcome 3:
Classify different reading strategies and teach different literature genres and
critical language awareness for learners to become competent readers.
• Identify suitable reading strategies.
• Interpret the chosen reading strategies.
• Accentuate the value of reading with understanding for critical and creative
• Distinguish different literature genres for reading purposes.
• Select various intervention strategies and methods for learners who have
Specific outcome 4:
Develop learners’ writing proficiency skills through planning, drafting and
refining their writing.
• Explore different writing skills.
• Explain ways in which writing is planned, drafted and refined. ...........
xi TM N3702 /1 T E ACH I N G O F H O M E L AN G UAG E • Develop learners’ ability to evaluate different texts critically through shared
• Identify a variety of texts to extend learners’ use of vocabulary and home
Specific outcome 5:
Teach home language structures and use in an integrated way.
• Integrate home language structures and use in a planned way.
• Explain language rules, such as punctuation and grammar.
• Facilitate knowledge of grammar at word and sentence levels.
The next section will give you a better idea about how the content of the
module is structured and how the various ideas expressed in the learning
outcomes are related. iv. How the content of this module is organised
The first two learning units in this study guide deal with general issues related
to language teaching. First, we will give you an overview of the recent history of the South African curriculum: you will see how a policy of outcomesbased education in the country has developed into the current policy, namely
the National Curriculum Statement Grades R-12. We will then look briefly at
first language acquisition theories, the main components of language, teaching
a home language in a multicultural context and general principles of language
teaching, before focusing on your role as language teacher.
In learning units 3 to 6, we will explore the teaching of specific skills: listening
and speaking; reading and viewing; writing and presenting; and the use of
language structures and conventions.
In the final unit, you will learn more about planning a language teaching programme and assessing learners.
Consult the table of contents to see the titles and subsections of each of the
Now that you have a better idea of how the module is structured, let’s look
at what your studies will involve. v. Learning resources
Your main learning resources for this module will be your study guide, supported by the tutorial letters. vi. Module-specific study plan
Distance learning is not easy and you should not underestimate the time and
effort involved. Once you have received your study material, it is important ...........
xii Te a ch i n g o f h o m e l a n g u a g e to plan how you will approach and complete this module. Consult Study @
Unisa for suggestions about general time management and planning skills.
This is a year module offered over 30 weeks and it requires at least 120 hours
of study time. This means that you will have to study at least four (4) hours
per week for this module.
Here is a suggested schedule that you could use as a guideline for studying
ACTIVITY HOURS Reading and rereading Tutorial Letter 101 and the introduction to
the study guide 3 Skimming through the study guide to form a general but thorough
impression of the whole 4 First reading of learning units 1–7 and participating in the online
e-tutor site (2 hours per learning unit) 22 In-depth study of learning units 1–3, making summaries, doing
learning activities and participating in the online e-tutor site (6
hours per learning unit) 18 Completing Assignment 01 4 Completing Assignment 02 4 In-depth study of learning units 4–7, making summaries, doing
learning activities and participating in the online e-tutor site (12
hours per learning unit) 48 Final examination revision 15 Final examination 2 Total 120 Below is an example of how you could structure your study plan.
Period Activity March Familiarise yourself with the study material by scanning the
study guide and obtaining and studying the Curriculum and
Assessment Policy Statement for home language. Introduce
yourself to your e-tutor and your fellow students on the
Discussion Forum on myUnisa. April Start working on Assignment 01 (see Tutorial Letter 101).
Complete and submit Assignment 01 on or before the due
date. (No extension will be granted for this assignment.) May Study the prescribed reading for Assignment 02 (see Tutorial
Letter 101). Try to participate in the Discussion Forum on
myUnisa at least once this month. ...........
xiii TM N3702 /1 T E ACH I N G O F H O M E L AN G UAG E June Complete and submit Assignment 02 on or before the due
date. Try to participate in the Discussion Forum on myUnisa
at least once this month. July Try to participate in the Discussion Forum on myUnisa at least
once this month. August Start preparing for the examination. Discuss all your queries
with your e-tutor or your lecturer and your fellow students on
to October Prepare for and write the examination. Participate in the
discussion of the examination paper on myUnisa. vii. How should you go about studying this module?
Once you have received your study material, you need to plan how you will
approach and complete this module. You can use the study plan in the previous
section as a guideline to draw up a reasonable study schedule that will guide
you through the whole module. Remember to take into consideration the due
dates for the assignments, as indicated in Tutorial Letter 101 for this module.
The assignments in this module will take the form of written work and they
should give you an idea of how well you are progressing in ...
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