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LLL Assignment

Diploma in Grade R Teaching (SANTS Private Higher Education Institution)

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Question 1

1. Loss of cultural identity: Indigenous languages are an integral part

of a community's cultural identity. When these languages are not taught in
schools, there is a risk of losing cultural heritage and weakening the
connection between younger generations and their indigenous roots.

2. Marginalization and discrimination: Excluding indigenous languages

from the education system can perpetuate marginalization and
discrimination against indigenous communities. It sends a message that
their languages and cultures are not valued or respected, leading to a
sense of exclusion and inequality.

3. Limited access to knowledge: Indigenous languages often contain

unique knowledge systems, traditional practices, and ways of
understanding the world. When these languages are not taught, learners
miss out on valuable insights and perspectives that can enrich their
education and broaden their understanding of different cultures.

Creating a classroom environment that respects and values indigenous

languages and cultures is crucial.

Another reason why Indigenous language preservation is important is that

it is an essential part of Indigenous culture. For example, in many
Indigenous communities and societies, oral history is one of the primary
methods of passing on generational knowledge. This could include
anything from literal history to songs, poems, or stories.

1.2.
Children's language development is greatly influenced by their parents.
Here are a few different ways that guardians can support their kids’
children's language improvement: Establishing development: Create a
language-rich climate: Language-friendly environment: By reading to their
children, telling stories, and engaging in conversations, parents can offer
their children a variety of language experiences. This assists youngsters
with creating and helps children build jargon, punctuation, and relational
abilities. relationship skills.

Model language: Parents should model correct language usage use and
provide opportunities for offering their children opportunities to practice
speaking and listening. They can engage in meaningful conversations, ask

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open-ended questions, and encourage their children to express their

thoughts and ideas. Encouraging ideas.
Encourage reading and writing: Parents can foster and encourage a love
for reading by providing access to books and reading together. They share
reading. You can also encourage your children to write by providing them
with writing materials and supporting them in their writing endeavors.
Valuing efforts.
Appreciation and respecting respect for their native language: mother
tongue: Parents should value and respect their children's native language.
children's mother tongue. Research shows that a strong solid foundation
in the native language positively impacts the mother tongue and has a
positive impact on second language acquisition.
Parents can maintain preserve and develop their children's children's
native language skills through cultural activities, books, books, and
conversations. Conversations. In the classroom environment, classroom,
teachers can build upon parent-initiated language development initiated
by parents. development
1.3.
Promoting Inclusivity: inclusivity: President Ramaphosa highlighted and
stressed the importance of inclusivity and ensuring that all citizens have
equal access to opportunities and services. Enhancing services. Improving
Communication: The President emphasized that recognizing the
recognition of SASL will enhance and improve communication between
individuals’ people with hearing disabilities and the broader community.
By promoting the use of SASL, more people will be able to communicate
effectively with individuals who rely on sign language as their primary
mode means of communication.
This will foster and promote better understanding, empathy, empathy,
and social integration. integration. Sign Language Interpreter:
Interpreters: One way to assist support learners who use sign language is
by providing to provide a sign language interpreter in the classroom.
This professional can interpret the spoken language into sign language,
ensuring that the learner can fully participate in the classroom the class
activities and understand the content being taught. Visual Aids and
Resources: Another way to support sign language learners is by
incorporating to incorporate visual aids and resources into your teaching.
lessons. This can may include using visual cues, diagrams, charts, and
videos to supplement verbal instructions. Providing written materials and
captions subtitles for videos can also be helpful for learners who rely on
the use of sign language as their primary mode means of communication.
communication. By implementing these strategies, you can create an

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inclusive learning environment that supports the needs of learners who

use sign language to communicate.

Question 2.

I would explain the LIEP (Language Instruction Educational Program)

Program (LIEP) policy to parents, parents. A teacher can take a practical
hands-on approach that includes the following steps:
Prepare: Familiarize yourself steps: Preparation: Become familiar with the
LIEP policy and its key components. Understand the goals, requirements,
requirements, and benefits of the program.
Simplify: Break down the policy into simple and understandable terms.
Avoid using jargon or technical language jargon that might confuse
parents. Use Explain the main points in clear and concise language to
explain the main points.
language. Provide the context: Start by explaining First, explain the
importance of language instruction for English language learners of
English (ELLs).
Highlight the benefits of the LIEP policy in helping ELLs develop their
language skills and succeed academically. Communicate goals:
Goals: Clearly articulate and state the goals of the LIEP policy. Explain
that the policy aims to provide ELLs with specialized language instruction
and support to ELLs to help them become proficient in English and
achieve academic success.
Outline services: success. Services Overview: Describe the specific
services and resources available under the LIEP policy. This may can
include English as a Second Language (ESL) classes, courses, bilingual
education, language support programs, programs, and additional
instructional materials.
teaching materials. Address concerns: Concerns: Anticipate and address
any parent concerns or misconceptions that parents may have. Provide
reassurance that and misunderstandings. Make sure the LIEP policy is
designed to support their child's your child's language development and
academic progress.

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Follow-up: After the initial explanation, follow up with parents to address

any additional questions or concerns that may arise. Offer ongoing
support and communication to ensure parents feel informed and involved
in their child's language learning journey.
Remember, the key to explaining the LIEP policy to parents is to use clear
and simple language, provide context and examples, address concerns,
and offer ongoing support. By following this practical approach, teachers
can effectively communicate the importance and benefits of the LIEP
policy to parents

Native Language Support: Provide support for learner’s home learners'

native language(s) by incorporating it into the curriculum. This can may
include using bilingual resources, encouraging learners to use their home
native language(s) during discussions, and involving parents in language-
related activities.
Language Assessment: Conduct regular language assessments to
determine learners' language proficiency levels. This will help identify
areas where additional support may be needed and inform the
development of instructional strategies.
Language Development Strategies: Implement language development
strategies that cater to address the diverse language needs of learners.
This may include using the use of differentiated instruction, providing the
provision of language scaffolding, and scaffolds, and offering the provision
of language enrichment activities. activities.
Language Policy Implementation: Develop and implement a language
policy that aligns with the conforms to LiEP requirements.
This policy should outline and set out the languages of instruction,
language support programs, programs, and strategies for promoting
multilingualism to promote multilingualism.
Professional Development: Provide teachers with ongoing professional
development opportunities for teachers to enhance and improve their
understanding of language acquisition learning and instructional teaching
strategies. This may include workshops, seminars, seminars, and
collaborative learning opportunities. Collaboration with Parents: Foster
Encourage collaboration with parents by involving them in language-
related activities and providing resources to support language
development at home. This may include sharing information about the
important meaning of the home language such...the mother tongue.

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A) Pragmatics refers to the study of how context influences affect the

meaning of language. It focuses on how people use language in real-
life real-world situations to convey meaning that goes beyond the
literal interpretation of words.

Here is an example of how you can teach pragmatics in the

classroom: Example: Teach learners about the concept of politeness
in different cultures. Discuss how language choices can vary based
on social norms and expectations.

Provide examples of polite requests and direct requests, and ask

learners to identify the differences in meaning and appropriateness
in different contexts. Role-play scenarios can also be used to
practice using polite language in various different situations.

B) Semantics is the study of meaning in language. It examines how

words, phrases, and sentences convey meaning and how meaning
can change based depending on context. Here is an example of how
you can teach semantics in the classroom: Example: Introduce
classroom: Example: Familiarize learners with the concept of
synonyms and antonyms. Provide a list of words and ask learners to
identify synonyms and antonyms for each word.

Discuss how the choice of words can affect the meaning of a

sentence. Use sentence completion exercises to demonstrate how
different words can alter or change the overall meaning of a
sentence.

C) Syntax refers to the rules that govern the structure of sentences and
the arrangement and ordering of words within a sentence. It focuses
on how words are combined to form grammatically correct
sentences. (SANTS CLG R-LLL120 2020 p20-29)

2.2.
Meaning-form relationships refer to the relationship between the meaning
of a word or phrase and its particular linguistic form or structure. In the
context of McGee and Richgels's (2012) results, meaning-formation
relationships can be understood as the relationship between the meaning
of a word and its pronunciation or spelling.

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McGee and Richgels (2012) investigated how young learners develop an

understanding of the relationship between meaning and form in the
process of literacy acquisition. They study how children relate the
meanings of words to their written or spoken form. The researchers found
that children gradually develop an awareness of the connections between
meaning and form as they experience language and literacy.

They found that as children become more skilled readers and writers, they
develop a deeper understanding of how words are constructed and how
their meanings are represented by specific forms.

In summary, meaning-form relations refer to the relationship between the

meaning of a word and its particular linguistic form or structure. McGee
and Richgels (2012) explored how young learners make sense of these
connections in the literacy acquisition process. (SANTS CLG LLL120 p23)

Word list Here is a list of words using the given letters: e: tree, see, bee g:
dog, egg me: pig, dig These words represent different variations of the
pronunciation of the same letter. Using these words, students can discover
how the letter e can be pronounced differently in different words such as
"tree", "see" and "bee". Similarly, the letter "g" can be pronounced
differently in the words "dog" and "egg", and the letter "i" can be
pronounced differently in the words "pig" and "dig".

Question 3
3.1.
Language can be compared to an ocean to be explored, like a deep-sea
diver. In this analogy, the level structures of a language represent
different depths or layers of understanding and expertise.

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These levels can be classified into three dominant levels: phonological,

syntactic, and semantic.
Phonological Level: This level focuses on the sounds and pronunciation of
the language. It involves understanding and producing individual sounds,
syllables, and words. Phonological awareness is crucial to the
development of reading and writing skills. At this level, students learn to
recognize and manipulate sounds, such as rhyming words or recognizing
initial sounds.

Syntactic level: The syntactic level deals with the structure and grammar
of the language. This includes understanding how words come together to
form meaningful sentences and how sentences are structured. At this
level, students acquire knowledge of grammar rules, sentence
construction and word order. He learns to use different types of sentences
such as declarative, interrogative and imperative.

Semantic Level: The semantic level focuses on the meaning of language.

It requires an understanding of vocabulary, the meaning of words and the
context in which words are used. At this level, students develop an
understanding of word relationships, figurative language and idiomatic
expressions. They also learn to understand and write more complex texts,
including stories and expository writing. Implications for Grade R teachers
Understanding the level structures of language has important implications
for R-grade teachers in the classroom. Here are some key considerations.

Differentiated learning: Teachers must be aware of the diverse language

abilities of their students and provide instruction that meets their
individual needs. By understanding different levels of language, teachers
can adapt their teaching to support students at their particular
developmental level.

Language Development Activities: (Hardman & Blom, 2020). Teachers can

design activities that target each language level. For example,
phonological activities could include rhyming games or sound recognition
exercises.
Syntax activities can include sentence structure or grammar exercises.
Semantic activities can focus on vocabulary and comprehension tasks.
Language-rich environment: Creating a language environment is essential
to support language development.

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Teachers can provide opportunities for students to have meaningful

conversations, read a variety of texts, and write for a variety of purposes.
Exposure to rich language experiences helps learners progress at different
levels of the language. Assessment and feedback: Teachers should
regularly assess students' language skills to monitor their progress and
provide targeted feedback.

Assessments can be designed to assess phonological, syntactic, and

semantic skills. Feedback should be specific and provide guidance for
improvement at each level.
By understanding the level structures of language and considering the
implications of teaching, R-grade teachers can effectively support
students' language development and help them navigate the depths of
language exploration.

3.2.
a) Receptive language is the “input” of language, the ability to understand
and comprehend spoken language that you hear or read. For example, a
child’s ability to listen and follow directions (e.g. “Put on your coat”) relies
on the child’s receptive language skills. In typical development, children
are able to understand language before they are able to produce it.
Children who are unable to comprehend language may have receptive
language difficulties or a receptive language disorder.

Children who have difficulty understanding language may struggle with

the following:

Following directions
Understanding what gestures mean
Answering questions
Identifying objects and pictures
Reading comprehension
Understanding a story
There are several factors that influence receptive language development,
including exposure to language, the quality of the language environment,
and individual differences in language processing. Children who are
surrounded by language (people engaging in conversation and interacting

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with them) are more likely to develop strong receptive language skills.
This includes being exposed to a variety of speakers, engaging in
conversations, and exposure to reading.

b)
Productive Language
Productive language refers to the ability to produce and express language
through speaking or writing. It involves generating and conveying
language output. Some characteristics of productive language include:

Speaking or writing fluency: Productive language involves the ability to

express thoughts and ideas fluently through spoken or written words.
Vocabulary and word choice: Productive language requires a wide range of
vocabulary and the ability to choose appropriate words for effective
communication.
Grammar and sentence structure: Productive language involves using
correct grammar and sentence structure to convey meaning accurately.
Generating ideas and organizing thoughts: Productive language skills
enable individuals to generate ideas and organize them coherently in
speech or writing.
Engaging in conversation or writing: Productive language allows
individuals to actively participate in conversations or produce written
texts.
In summary, receptive language focuses on understanding and
comprehending language input, while productive language focuses on
generating and expressing language output. Both processes are essential
for effective communication and language development.

3.3.
The "social perspective" of literacy does not focus on individual skill
acquisition or use, but rather on how people use written language in their
daily lives. From this perspective, literacy is seen as a "social practice".

The following quote from Barton and Hamilton summarizes what it means
to think of literacy as a social practice. In short, you can see that literacy
in this perspective is intended primarily as a social activity with specific
social goals and outcomes. (Barton and Hamilton, 1998, p.8)

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Literacy is best understood as a set of social practices; they can be

inferred from the events that the written texts convey. Different walks of
life involve different reading skills.

Literacy practices are patterns of social institutions and power relations,

and some literacies are more dominant, visible, and influential than
others. Literacy practices are purposeful and embedded in broader social
goals and cultural practices.

Literacy is historically situated.

(https://shura.shu.ac.uk/5245/1/EdwardsSEEJ.pdf) Literacy practices
change and new ones are often acquired through processes of informal
learning and thinking
3.4.
Homemade books are a great way to practice reading and keep memories
of special occasions like a field trip or a fun family outing you organized
earlier this year.

Help children who cannot yet write by transcribing the words as they say
them and rereading the words by pointing to the words to make the
connection between spoken and written language. Include a child's
artwork to illustrate the book.

(This can easily be adapted for a classroom. When you return to the
session, try writing the book with the whole class. (Don't forget to include
a dictation or written idea and a picture of each child.) Give literacy to
your favourite playgrounds.

Consider where your children play the most and include literacy items and
accessories in those areas. For example, if you have a child-sized kitchen
or a playhouse that children like, put cookbooks, notebooks, markers,
large pens, blank recipe cards, a phone book, and phone, food coupons,
and Ruokauppa brochures there.

These types of items and activities can help children understand and
appreciate the real purpose of reading and language skills. Promote family
literacy activities: Encourage parents to participate in literacy activities
with their children.

Suggest activities such as telling stories, writing letters or emails, playing

word games, or going to the library together.

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https://therapyworks.com/author/erin/ Erin Wollmer MS CCC, SLP (January

14, 2020)
https://therapyworks.com/blog/language-development/home-
tips/expressive-vs-receptive-language/
https://www.studocu.com/en-za/world-university-ranking/2023
Hardman, J & Blom, R. (2020). B-EDS111. Education Studies 1: Theories of
Child Development. SANTS Private Higher Education Institution, Pretoria:
BusinessPrint, pp. 73-75

Department of Higher Education and Training. (2015). Revised Policy on the Minimum Requirements
for Teacher Education Qualifications. Pretoria: Government Printers.

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