ETH305V/101/3/2019

Tutorial letter 101/3/2019

MULTICULTURAL EDUCATION

ETH305V

Department of Educational Foundations

Semesters 1 & 2

IMPORTANT INFORMATION

This tutorial letter contains important information regarding the module.

BARCODE
 CONTENTS
Pages

1 INTRODUCTION AND WELCOME....................................................................................... 3

2 PURPOSE OF AND OUTCOMES FOR THE MODULE ........................................................ 4

3 LECTURER AND CONTACT DETAILS ............................................................................... 5

4 MODULE RELATED RESOURCES......................................................................................5

5 STUDENT SUPPORT SERVICES FOR THE MODULE ....................................................... 7

6 MODULE SPECIFIC STUDY PLAN ...................................................................................... 8

7 MODULE PRACTICAL WORK AND WORK INTEGRATED LEARNING ............................ 8

8 ASSESSMENT ..................................................................................................................... 9

9 EXAMINATIONS................................................................................................................. 11

10 OTHER ASSESSMENT METHODS ................................................................................... 12

11 FREQUENTLY ASKED QUESTIONS ................................................................................. 12

12 ASSIGNMENTS (SEMESTERS 1 & 2)................................................................................ 12

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 ETH305V/101/3/2019

1 INTRODUCTION AND WELCOME

Dear Student

Welcome to this module! We hope you will find it both interesting and rewarding. We will do our best
to support you with your studies to be successful. Complete your assignments promptly and then start
studying for the examination as soon as possible. You will receive a number of tutorial letters during
the semester. By way of these tutorial letters, we will communicate with you about teaching, learning
and assessment.

Right from the start we would like to point out that you must carefully read all the tutorial letters you
receive during the semester as soon as you receive them as they always contain important and
sometimes urgent information.

This particular tutorial letter contains important information about the scheme of work, resources and
assignments for this module. We urge you to read it carefully and to keep it at hand when working
through the study material, w h e n d o i n g assignments, when preparing for the examination and
w h e n addressing questions to your lecturers. Please read Tutorial Letter 301/2019 together with this
tutorial letter as it provides general important information when studying at a distance and within a
particular College.

Apart from the instructions on the preparations and submission of the assignments in this tutorial letter
(101), you will also find the assessment criteria. Tutorial Letter 101 also provides all the information
you need with regard to the prescribed study material and other resources and how and where to obtain
them. Please study this information carefully and make sure that you buy the prescribed book as soon
as possible.

We have also included certain general and administrative information about this module. Please study
the specific part of the tutorial letter carefully.

We hope that you will enjoy studying this module and we wish you all
the best!

1.1 Tutorial matter

Tutorial matter will be available online on myUnisa under Official Study Material when you register.
Hard copies of the tutorial matter will be sent to you as soon as possible after registration.

1.2 Inventory letter

Regarding the hard copy option, you should receive an inventory letter indicating what you have
received in your study package and which items are still outstanding (out of stock, not available). Also
consult the brochure Study @ Unisa. Check the study material that you have received against the
inventory letter. If any item is missing, follow the instructions on the back of the inventory letter without
delay.

PLEASE NOTE: Your lecturers cannot help you with outstanding study material. Email:
[email protected]

The Department of Despatch has to supply you with the following study material for this module:

 Study guide
 Tutorial letters 101 and 301, and other tutorial matter later

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These tutorial letters will not necessarily be available at the time of registration, but will be dispatched
to you as soon as they become available, eg feedback on assignments.

If you have access to the internet, you can immediately view the study guides and tutorial
letters for the modules for which you are registered on the University’s web page at
http://my.unisa.ac.za.
If you do not have a computer, it would be advisable to acquire an electronic device and get connected
to the internet. Important information is posted on myUnisa. However, as a last resort you can use the
Unisa Regional Offices around the country where students are allowed access to internet free of charge
for a limited period of time (see details Study @ Unisa). Make it a habit to check myUnisa at least once
a week. Due to postal strikes, et cetera hard copies sometimes do not reach students on time,
especially for examination preparations.

2 PURPOSE OF AND OUTCOMES FOR THE MODULE

2.1 Purpose

Purpose: To offer students insight into the theoretical and practical aspects of multicultural
education, and to introduce them to current themes in multicultural education, multicultural
methodology, and managing multicultural schools and classrooms.

The following themes will be discussed in the study guide and prescribed book:

 Theory of multicultural education

 Critical issues in multicultural education
 Multicultural teaching methods
 Managing multicultural schools and classes

2.2 Outcomes of the module

Outcomes for each chapter in the study guide and prescribed book were also formulated. From these
themes, particular outcomes for the module are formulated and registered with the South African
Qualifications Authority (SAQA).

Learning outcome 1a:

Learners obtain knowledge regarding the theoretical background of multicultural education and its
influence on practical situations.

Learning outcome 1b:

Learners have an understanding of how the international and South African society have changed
and developed.

Learning outcome 2:

Learners have a critical understanding of burning issues like anti-racist education, language diversity,
human rights education, gender and social class issues, values in education and education equality.

Learning outcome 3:

Learners can implement multicultural teaching methods effectively.

Learning outcome 4:

Learners can demonstrate knowledge and skills regarding the management of multicultural schools
and classes.
By the time you have completed this module at the end of the semester, you should have achieved
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all these outcomes.

3 LECTURER AND CONTACT DETAILS

3.1 Lecturer

The lecturer responsible for this module is:

Mr Ndwandwe ND
Department of Educational Foundations
PO Box 392
Unisa
0003

Telephone: +27 12 429 6956

Email: [email protected]

All queries that are not of administrative nature, but are content-related should be directed to the
lecturer responsible for the module. Use the telephone number and E -mail in the paragraph
above. Please have your study material with you when you contact your lecturer. You can also use
the above address to write to your lecturer.

PLEASE NOTE: Letters to lecturers may not be enclosed with or inserted into assignments

3.2 Department

The module ETH305V is offered by the Department of Educational Foundations. The module forms
part of the BEd (Intermediate and Senior Phase) and BEd (Intermediate Phase and FET) degrees.
The following address and telephone number can be used for communication with the Department:

Department of Educational Foundations

PO Box 392
UNISA
0003

Tel: 012 429 6009 (departmental secretary)

3.3 University

If you need to contact the University about matters not related to the content of this module, please
consult the publication Study @ Unisa, which you received with your study material. This brochure
contains information on how to contact the University (eg to whom you can write for different queries,
important telephone and fax numbers, addresses and details of the times certain facilities are open).
Always have your student number at hand when you contact the University and cite it in all types of
correspondence including emails.

You can contact the university by using the following modes of communication:

 Unisa website (http://www.unisa.ac.za & http://mobi.unisa.ac.za)

All study-related information is now available on the new Unisa corporate website in both web
and mobi formats.

 myUnisa (https://my.unisa.ac.za/portal & https://my.unisa.ac.za/portal/pda) Students can access

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 their own information via the myUnisa website or mobi site.
 Email ([email protected])
Students may send an email to [email protected] for information about Unisa.

 SMS (32695 – only for students in South Africa)

Students may send an SMS to 32695 for more information on how to contact Unisa via SMS.
The sender will receive an automatic SMS response indicating the various SMS options.
The cost to the student per SMS is R1,00.

4 MODULE RELATED RESOURCES

4.1 Prescribed book

Your prescribed textbook for this module for this semester is:

Lemmer, EM, Meier, C. & Van Wyk, NJ. 2012. Multicultural education: a manual for the
South African teacher. 2nd edition. Pretoria: Van Schaik.

It is essential to purchase this book, since it is an important source required for answering the
Assignments (01 and 02), the self-evaluation assignment and for the examination.

Please take note that the 1993 and 2006 edition of this book cannot be used to complete the
assignment and prepare for the examination.

Please consult the list of official booksellers and their addresses listed in Study @ Unisa.

Should you have difficulty obtaining the prescribed book, consult:

- [email protected]
- [email protected]
- [email protected]

4.2 Recommended books

These books provide additional information not found in the prescribed book and will give you deeper
insight into the content. A limited number of copies are available in the Library. Consult the publication
Study @ Unisa in this regard.

It is NOT expected of you to purchase the recommended books. These books can be requested
from the library. Request your recommended books well in advance. There is usually a waiting
list towards the closing date of your assignments.

A list of the recommended titles is provided below. Each title can be requested by completing a request
card or online through myLibrary.

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ETH305V - LIST OF RECOMMENDED BOOKS

Books supplied subject to availability

Bennett, c2007. Comprehensive multicultural education: 6th ed. Boston:

Christine I. theory and practice / Christine I. Bennett.

Bennett, c2011. Comprehensive multicultural education: 7th ed. Boston, Mass.

Christine I. theory and practice / Christine I. Bennett. London:

Banks, James c2006. Cultural diversity and education: 5th ed. Boston:
A. foundations, curriculum, and teaching /
James A. Banks.

Banks, James c2010. Multicultural education: issues and 7th ed. Hoboken, N.J.
A. perspectives / edited by
James A. Banks, Cherry A. McGee Banks.

4.3 Electronic reserves (e-Reserves)

No electronic reserves are used for this module.

5 STUDENT SUPPORT SERVICES FOR THE MODULE

For information on the various student support systems and services available at Unisa (eg student
counselling, tutorial classes, language support), please consult the publication my Studies @ Unisa,
which you received with your study material.

5.1 Contact with fellow students

5.1.1 Study groups

It is advisable to have contact with fellow students. The easiest way of doing this is to use myUnisa’s
Discussion forums. On these forums you are likely to encounter various study groups which use
different communication means, like WhatsApp and BBM. You can also take the initiative and form a
group yourself and invite the other students to participate.

5.1.2 myUnisa

If you have access to an electronic device/computer that is linked to the internet, you can quickly access
resources and information at the University. The myUnisa learning management system is Unisa's
online student communication system to help you to communicate with lecturers, other students and
administrative departments of Unisa with the touch of a button.

To go to the myUnisa website, start at the main Unisa website, http://www.unisa.ac.za, and then click
on the “Login to myUnisa” link on the right-hand side of the screen. This should take you to the myUnisa
website. You can also go there directly by typing in http://my.unisa.ac.za.

Please consult the publication Study @ Unisa, which you received with your study material, for
more information on myUnisa.

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5.1.3 Discussion classes

There will be no discussion classes presented.

5.1.4 Tutorials

Face-to-face tutorials will be offered at regional learning centres across South Africa. A tutor is there to
assist you, the student, to understand your study material, approach your assignments correctly,
and to offer you more opportunities for practising skills. UNISA now offers tutorials online on
myUnisa to supplement this service (see 5.1.6).

A tutorial is a regular meeting of students under the leadership of a tutor. The tutor leads you through
aspects of the study material with which you are experiencing difficulties.

NB: Please refer to:

 Tutorial Letter ETHPSTH/301 for more detailed information.

 The link https://my.unisa.ac.za for tutorials available at Unisa Learning Centres
throughout the country – click on the link.

5.1.5 Tutors

Tutors employed in this programme are all professional people who have extensive practical and
theoretical knowledge of the module(s) in which they conduct tutorials. They are appointed by Unisa
Academic Departments in collaboration with the Department of Tutorial Services, Discussion Classes
and Work-Integrated Learning (TSDL).

Please refer to Tutorial Letter ETHPSTH/301 for detailed information

regarding:

 the role of a tutor in a tutorial

 the role of learners in tutorials

5.1.6 E-tutors

E-tutors will be available online on the myUnisa to highlight the content that is important to you. Each
E-tutor will be allocated a group of 200 students and communication will only be with those students
allocated to him/her via the group site. The group site tab on myUnisa consists of the course code –
year - semester - group number and letter E. For example ETH305V-16-S1-2E or ETH305V-16-S2-3E.
On the group site students will be able to pose questions, discuss the content of the module and also
interact with the other students who are in the same tutor group.

6 MODULE SPECIFIC STUDY PLAN

Consult the brochure Study @ Unisa for hints on general time management and planning.

7 MODULE PRACTICAL WORK AND WORK INTEGRATED LEARNING

This module will assist you in the planning of practice lessons on multicultural education, should you
need to plan such lessons.

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8 ASSESSMENT

8.1 Assessment plan

Assignments are seen as part of the learning material for this module. As you do the assignment,
study the reading texts, consult other resources, discuss the work with fellow students or tutors or do
research, ensure you are that actively engaged in learning. Looking at the assessment criteria given
for each assignment will help you to understand what is required of you more clearly.

In some cases, additional assessment might be available on the myUnisa site for your module. For
students attending tutorial sessions, tutors may also set additional tasks and give feedback in class.

The summary of semester mark and the examination mark is as follows:

Semester mark = 20 % [Made up of Assignment 01 =40%; Assignment 02 =60%]

Examination mark= 80%
Final mark= 100%

You will notice that TWO of your assignments contribute to your semester mark. Please make sure that
your assignments reach the university well before the due date.

Please note: Although students may work together when preparing assignments, each student must
write and submit his or her own individual assignment. In other words, you must submit your own
ideas in your own words, sometimes interspersing relevant short quotations that are properly
referenced. It is unacceptable for students to submit identical assignments on the basis that they
worked together. That is copying (a form of plagiarism) and none of these assignments will receive a
pass mark.

Presenting material copied from any text, including the prescribed book, without
acknowledging it through proper references, is plagiarism. This may result in you being
penalised or subjected to disciplinary proceedings by the University.

You will receive the correct answers automatically for the multiple-choice questions. For written
assignments, markers will comment constructively on your work. However, feedback on compulsory
assignments will be sent to all students registered for this module in a follow-up tutorial letter, and not
only to those students who submitted the assignments. The tutorial letter number will be 201.

As soon as you have received the feedback, please check your answers. The assignments and the
feedback on these assignments constitute an important part of the learning process and should
help you to be better prepared for the next assignment and the examination.

8.2 General assignment numbers

Assignments are numbered consecutively p e r module, starting from 01. This module requires TWO
assignments which have to be submitted for the semester Assignment 01 and Assignment 02. Incorrect
numbering will result in assignments being lost in the system.

8.2.1 Unique assignment numbers

In addition to the general assignment numbers 01 and 02 unique assignment numbers have to be used
for your two assignments. Please use the numbers in the table in 8.2.2.

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8.2.2 Due dates of assignments

The due dates for assignments are as follows:

Assignment Due date Nature of assignment Semester

mark (20%)
SEMESTER 1

Assignment 01 4 March Active student: 40%

Unique number: 755470 Exam admission
Multiple choice
Compulsory

Assignment 02 25 March Short questions and 60%

Unique number: 705727 paragraphs
Compulsory

Self-evaluation assignment Do not submit Examination preparation 0%

SEMESTER 2

Assignment 01 5 August Active student: 40%

Unique number: 846681 Exam admission
Multiple choice
Compulsory

Assignment 02 26 August Short questions and 60%

Unique number: 621296 paragraphs
Compulsory

Self-evaluation assignment Do not submit Examination preparation 0%

8.3 Submission of assignments

PLEASE NOTE: Enquiries about assignments (e.g. whether or not the University has received your
assignment or the date on which an assignment was returned to you) must be directed to the number
in the brochure Study @ Unisa (also see section 3 above).

You might also find information on myUnisa. To go to the myUnisa website, start at the main Unisa
website, http://www.unisa.ac.za, and then click on the ‘login to myUnisa’ link under the myUnisa heading
on the screen. This should take you to the myUnisa website. You can also go there directly by typing in
http://my.unisa.ac.za.

Assignments should be addressed to:

Assignment
PO Box 392
UNISA
0003

You may submit written assignments and assignments done on mark-reading sheets, either by post or
electronically via myUnisa. Assignments may not be submitted by fax or email. For detailed
information and requirements regarding assignments, see the brochure Study @ Unisa, which you
received with your study material.

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To submit an assignment via myUnisa:

 Go to myUnisa.
 Log in with your student number and password.
 Select the module.
 Click on assignments in the menu on the left.
 Click on the assignment number you want to submit
 Follow the instructions on the screen.

8.4 Assignments

Assignments 01 and 02 are compulsory. The third assignment is a self-evaluation assignment for
examination preparation and should NOT be submitted. Please complete the compulsory assignments
and submit them as required. All the assignments have been added to the end of this tutorial letter.

9 EXAMINATIONS

Use the Study @ Unisa brochure for general examination guidelines and examination preparation
guidelines.

9.1 Examination admission

The Department of Higher Education requires the University to prove that a student was active during
the period of tuition before a student is subsidised by the Department. Senate has approved that the
submission of a compulsory assignment will be used to prove activity and also that students will be
admitted to the examination by submitting the compulsory assignment. Examination admission is
solely dependent on submission of Assignment 01, irrespective of the mark you obtain.
However, should you fail this assignment, it will influence your semester mark negatively. Admission to
the examination is administered by the Examination Section and not by your lecturers. Please study
Study @ Unisa and contact the Examination Section should you have a problem with admission to the
examination. Applications for rechecking or remarking should also be submitted to the Examination
Section electronically online within ten days of the examination date.
How does this work in practice?

In terms of Unisa’s Assessment Policy, a sub-minimum of 40% in the written component(s) of the
examination is required. The final mark of a student is a combination of the semester mark and the
examination mark. If a student does not obtain the required sub-minimum of 40% in the examination,
the semester mark does not count. In such a case, the final mark is the mark obtained in the
examination. If you have 100% for your semester mark, but obtain 37% in the examination, your final
mark will be 37%. Should you obtain 40% or more in the examination, the mark obtained in the
examination will be calculated as a mark out of 80 and the semester mark out of 20. These two
marks will be added to form a final mark of 100. The semester mark is not taken into account for the
supplementary examination.

9.2 Examination period

This module is offered in a semester period of 15 weeks. This means that if you are registered for
the first semester, you will write the examination in May/June 2019 and the supplementary examination
will be written in the October/November 2019 examination period. If you are registered for the second
semester, you will write the examination in October/November 2019 and the supplementary
examination will be written in the May/June 2020 examination period. During the semester, the
Examination Section will provide you with information regarding the examination in general,
examination venues, dates and times.

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9.3 Examination paper and format

The examination paper will be marked out of 100 marks and you must obtain at least 50% to pass. It
will consist of multiple choice and paragraph type questions. The multiple choice questions will
constitute 20% of the examination paper and the paragraph questions will make up the rest. The
examination questions will be based on the Study Guide and the prescribed text. The duration of the
examination paper is TWO HOURS.

Below is the college decision reached at the beginning of 2016 with regard to giving students
the so-called scope or demarcation for examination purposes. The decision is reproduced here
verbatim as it was communicated to the lecturers.
NB: In terms of a decision reached by the College, lecturers may not demarcate or “scope”
specific work for examination purposes and examination questions should be based on all the
work covering the notional hours of modules. Lecturers should encourage students to learn
everything. In cases where competencies or skills are assessed differently during the tuition
period, the various methods of assessment will be spelled out clearly by the lecturer in Tutorial
Letter 201.
According to Assessment Procedure Manual 2013, paragraph 4.5.2(e), the examination
memoranda (guidelines, rubrics, and so on) shall not be made available to students.

9.4 Previous examination papers

Previous examination papers are available to students on myUnisa. We advise you, however, not to
focus on old examination papers only as the content of the assignments of the two semesters
differ and therefore the examination papers will also differ from semester to semester. However,
the type of questions that will be asked in the examination will be similar to those asked in the activities
in your study guide and in the assignments.

10 OTHER ASSESSMENT METHODS

The third assignment is an additional Self-evaluation Assignment that will help with examination
preparation. Although it is additional, it will be worth your while to complete it but DO NOT submit the
assignment.

11 FREQUENTLY ASKED QUESTIONS

The Study @ Unisa brochure contains an A–Z guide of the most relevant study information.

12 ASSIGNMENTS (SEMESTERS 1 & 2)

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SEMESTER 1: ASSIGNMENT 01

 This assignment is a compulsory active student assignment

 Submission date: 4 March – NO EXTENSION
 Unique number: 755470
 Contribution towards semester mark – 40%

SOURCES:

First read the following sections and then answer the questions.
Lemmer, EM, Meier, C & Van Wyk, NJ. 2012. Multicultural education: a manual for the South
African teacher.2nd edition. Pretoria: Van Schaik.

Study guide for this module.

Please fill in the unique number on the mark reading sheet.

Important: The memorandum will be sent to you by mail along with your results.

1. School rules can be described as … .

1) the inflexible prescriptions that forbid or enforce certain actions in a school

2) a set of aims and objectives of a school
3) a statement which spells out the school’s reason for existence
4) the spirit and convictions that characterise a school

2. The following is true about the implicit component of culture:

1) It is the recognisable and highly visible aspects of culture.

2) It does not include beliefs values and attitudes.
3) It is among other things composed of food, art and culture.
4) It is the hidden and discreet aspects of culture.

3. Ethnocentrism develops when ... .

1) society has one ethnic group

2) one race considers itself superior to other racial groups
3) one ethnic group sees itself as superior to other ethnic groups
4) a teacher has to teach children from different ethnic groups

4. The responsibility for limited English proficiency (LEP) learners within a multicultural
school lies with … .

1) the school principal only

2) English teachers only
3) all the teachers
4) the dominant language parents who volunteer to help
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5. The hidden curriculum is best described as… .
1) the ideas, norms and values that are taught formally at school
2) a syllabus used by private schools
3) what some schools teach secretly in order to hide racism
4) the ideas, norms and values that are taught informally at school.

6. A teacher can use all the following to counter racism among learners EXCEPT … .

1) being an example of harmonious race relations

2) avoiding grouping learners according to race
3) challenging racist stereotypes
4) avoiding topics on race relations

7. The Amendment to the National Educational Policy promulgated on 28 June 1991

created the following possibilities of providing education:

a) multicultural schools
b) integrated schools
c) mono-ethnic schools
d) racialist schools

1) a), b) and c)
2) a), b) and d)
3) a), c) and d)
4) b), c) and d)

8. Behavioural expectations of teachers are expectations or predictions about … .

a) social behaviour
b) self-control
c) leadership
d) work effort

1) a), b) and c)
2) a), b) and d)
3) a), c) and d)
4) b), c) and d)

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9. The following are dimensions of multicultural education:

a) equity pedagogy
b) the knowledge construction process
c) bi-cultural education
d) prejudice reduction.

1) a), b) and c)
2) a), b) and d)
3) a), c) and d)
4) b), c) and d)

10. Barriers to effective communication in the classroom are … .

a) physical barriers
b) psychological barriers
c) national barriers
d) perceptual barriers

1) a), b) and c)
2) a), b) and d)
3) a), c) and d)
4) b), c) and d)

11. Peer tutoring is … .

a) effective in providing individualised help to supplement large group learning

b) using a learner to teach others of the similar age
c) useful at levels below Grade 5
d) most effective when used in small groups

1) a), b) and c)
2) a), b) and d)
3) b), c) and d)
4) a), c) and d)

12. A positive language policy within a multicultural school should include the following
people or institutions:

a) School governing bodies

b) Parent community
c) The church
d) Educators

1) a), b) and c)
2) a), b) and d)
3) a), c) and d)
4) b), c) and d)

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13. The following is true about Cognitive Academic Language Proficiency (CALP):

a) Consists of the visible aspects of language such as pronunciation only.

b) Takes more than five years for L2 learners to master it.
c) Allows learners to process abstract ideas efficiently.
d) Is needed to perform higher cognitive operations which are requisite for success at
school.

1) a), b) and c)
2) a), b) and d)
3) a), c) and d)
4) b), c) and d)

14. The following are direct benefits for learners where parent involvement is present:

a) Improved academic achievement.

b) Reduced drop-out rate.
c) Positive attitude of learners towards the school.
d) Empowerment of parents through understanding how the school works.

1) a), b) and c)
2) a), b) and d)
3) a), c) and d)
4) b), c) and d)

15. The method of teaching History from a multicultural perspective involves … .

a) exposing learners to a variety of perspective

b) exposing myths and stereotypes
c) helping learners master the skills of critical analysis
d) oversimplifying events to foster understanding

1) a), b) and c)
2) a), b) and d)
3) a), c) and d)
4) b), c) and d)

16. Forms of bias that a teacher in multicultural context must eliminate from instructional
material are:

a) stereotyping
b) ethnocentrism
c) repetition
d) omission

1) a), b) and c)
2) a), b) and d)
3) a), c) and d)
4) b), c) and d)

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17. The following are models of socialisation:

a) assimilation
b) desegregation
c) structural pluralism
d) amalgamation

1) a), b) and c)
2) a), b) and d)
3) a), c) and d)
4) b), c) and d)

18. The instructional behaviour of a field-dependent educator includes:

a) Encouraging learning through modelling.

b) Encouraging cooperation and the development of a group feeling.
c) Maintaining strictly formal relations with learners.
d) Expressing confidence in the learners’ ability to succeed.

1) a), b) and c)
2) a), b) and d)
3) a), c) and d)
4) b), c) and d)

19. Jackson and Crawley (2003) identify the following three types of social contracts:

a) Dominant-minority contracts
b) Quasi-completed cultural contracts
c) Ready-to-sign contracts
d) Co-created cultural contracts

1) a), b) and c)
2) a), b) and d)
3) a), c) and d)
4) b), c) and d)

20. To develop reading skills among English Language Learners (ELLs) the following
strategies can be employed:

a) Encourage learners to read silently from chosen books every day.

b) Avoid using volunteers to read to the learners.
c) Allow learners to read aloud without being corrected from time to time.
d) Encourage learners to read multicultural fiction.

1) a), b) and c)
2) a), b) and d)
3) a), c) and d)
4) b), c) and d)
Total: [20]

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Send your answers to:
Assignments
PO Box 392
Unisa
0003
or submit via myUnisa

SEMESTER 1: ASSIGNMENT 02

 This assignment is compulsory.

 Submission date: 25 March
 Contribution towards semester mark – 60%
 Unique number: 705727

SOURCES:

First read the following sections and then answer the questions.
Lemmer, EM, Meier, C & Van Wyk, NJ. 2012. Multicultural education: a manual for the
South African teacher. 2nd edition. Pretoria: Van Schaik. Chapters 1, 2, 3, 4.

Study guide for this module: study units 1 and 2.

Question 1

a) Define the following terms and give an example of each:

i) Culture. (3)
ii) Stereotype. (3)
iii) Socio-economic class. (3)

b) Discuss the need for multicultural education in South Africa. Focus on:
i) Diversity. (4)
ii) Empowerment. (4)

c) Explain ONE strategy that you would use to combat racism in a multicultural class. (3)
Total: [20]
Question 2

a) Explain in your own words the following dimensions of multicultural education:

i) Equity pedagogy. (3)

ii) An empowering school culture. (3)

b) Explain how a teacher could promote prejudice reduction in multicultural education. (4)

c) Outline TWO strategies a teacher could use to learn about the different cultures of learners
in his/her class. (4)

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d) (i) What is a mono-ethnic school?

(ii) Discuss why multicultural education would still be necessary in a mono-ethnic school.
(6)
Total: [20]

Question 3

a) i) Explain the term lingua franca. (2)

ii) What is the lingua franca used in your community and why was it chosen? (3)

c) Describe the following barriers to communication and give an ORIGINAL example

of each.

i) physical barrier (3)

ii) physiological barrier (3)
iii) perceptual barrier (3)

d) i) Explain the term assimilation as used in multicultural education. (2)

ii) Discuss briefly the statement: “Minority group learners should be assimilated in South
African schools.” (4)
Total: [20]

Question 4

a) State and then explain any FOUR guidelines for effective communication in a culturally
diverse
classroom. (8)

b) Distinguish between Cognitive Academic Language Proficiency (CALP) and Basic

Interpersonal
Communication Skills (BICS). (6)

c) In tests and examinations children who are English Language Learners (ELLs) struggle with
various instructional verbs. Create a glossary of the following instructional verbs for
ELLs:

i) define
ii) describe
iii) discuss (6)
Total: [20]

Question 5

a) Explain the role of the following in the development of a language rich environment within the
school:

i) Parent community (3)

ii) Classroom environment (3)

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b) Discuss THREE ways that a teacher can use to develop oral and listening skills in
multicultural
learners. (9)
c) “Teachers can reduce gender inequality or even eradicate it in schools”.
Discuss how teachers can reduce gender inequality or even eradicate it in schools. (5)
Total: [20]
Assignment total: [100]

Send your answers to:

Assignments
PO Box 392
Unisa
0003

or submit via myUnisa

SEMESTER 1: SELF-EVALUATION ASSIGNMENT (Examination preparation)

This assignment is optional. Do not submit but use it in preparation for

examinations.

SOURCES:
Lemmer, EM, Meier, C & Van Wyk, NJ. 2012. Multicultural education: a manual for the
South African teacher. 2nd edition. Pretoria: Van Schaik Publishers. Modules 5, 6, 7, 8.

Study guide for this module: study units 3 and 4.

Question 1

a) Discuss how you would deal with learning material in your multicultural school that
contains:

i) gender stereotypes (3)

ii) omissions (3)

b) Explain in your own words the meaning of the term hidden curriculum. (2)

c) Describe clearly the culture of a school that you know highlighting its rituals, symbols and
heroes.
(6)

d) Name and discuss THREE approaches to discipline. (6)

Total: [20]
Question 2

a) Classify yourself as either a field-independent learner or field dependent learner giving

FOUR reasons for your answer. (8)

b) Discuss link between a teaching style and a learning style. (4)

c) Compare the following multicultural methods of teaching:

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 ETH305V/101/3/2019

i) Cooperative learning.
ii) Peer tutoring. (4)

d) Explain clearly a situation in which you as a teacher have used praise effectively or have
experienced praise being used effectively by a teacher. (4)
Total: [20]

Question 3

a) Discuss the THREE goals of discipline outlined in this module. (9)

b) Describe any THREE guidelines for administering punishment that you learnt in this module.
(6)

c) List any FIVE negative effects of punishments. (5)

Total: [20]

Question 4

a) List five guidelines for effective classroom practice. (5)

b) Describe any THREE barriers to parent involvement in children’s learning that you may have
come across and state how each could be dealt with. (9)

c) Describe THREE areas within a multicultural school in which volunteer parents could
be most helpful. (6)
Total: [20]

Question 5

a) Compare Deficiency orientation to Difference orientation. (6)

b) Explain the four-phase model of Brophy and Good (1973) which explains how the expectancy
effects works. (8)

c) “Children learn better when they are in a supportive environment.”

Discuss any three strategies that a teacher can use for valuing learners. (6)
Total: [20]
Assignment total: [100]

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 SEMESTER 2: ASSIGNMENT 01

 This assignment is a compulsory active student assignment.

 Submission date: 5 August – NO EXTENSION
 Unique number: 846681
 Contribution towards semester mark – 40%

SOURCES:

First read the following sections and then answer the questions.
Lemmer, EM, Meier, C & Van Wyk, NJ. 2012. Multicultural education: a manual for the
South African teacher. 2nd edition. Pretoria: Van Schaik.

Study guide for this module.

Please fill in the unique number on the mark reading sheet.

Important: The memorandum will be sent to you by mail along with your results.

1. The term gender in a multicultural context means … .

1) the empowerment of women through policies

2) either a male or a female person
3) a form of discrimination based on sex
4) the physical and non-physical factors that identify people as male or female

2. The mission statement of a school is best described as …

1) a set of aims and objectives of a school

2) the inflexible prescription that forbid or enforce certain actions in a school
3) a statement which spells out the school’s reason for existence
4) the spirit and convictions that characterise a school.

3. When one ethnic group sees itself as superior to other ethnic groups in society ... .

1) ethnocentrism develops
2) racism develop
3) a multicultural society develops
4) a mono-ethnic society develops

4. A teaching style is best described as … .

1) consistent pattern of behaviour with which a learner approaches and masters

content
2) consistent personal approach to teaching irrespective of media or method used
3) personalised rewards to strengthen the relationship with other learners
4) a global analytic approach to grasp new information
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 ETH305V/101/3/2019

5. Limited English Proficiency (LEP) learners are best described as ... .

1) suffering from a learning deficiency

2) learners who cannot speak English at all
3) learners still in the process of acquiring English
4) primary school learners

6. The following are basic components of the communication process EXCEPT:

1) The sender
2) The code
3) The scheduled time
4) The message

7. The belief by the teacher that a learner is lacking in something he/she needs in order to
succeed reflects … .

1) the Pygmalion effect

2) deficiency orientation in the teacher
3) difference orientation in the teacher
4) the teacher’s performance expectations

8. The performance expectations of a teacher involve expectations about … .

a) intelligence
b) work effort
c) capabilities and motivation
d) leadership and social behaviour

1) a), b) and c)
2) a), b) and d)
3) a), c) and d)
4) b), c) and d)

9. Multicultural education … .

a) encourages acculturation and cultural preservation

b) encompasses many dimensions of human difference
c) can be achieved through reform of the hidden curriculum
d) encourages mutual interaction and cooperation

1) a), b) and c)
2) a), b) and d)
3) a), c) and d)
4) b), c) and d)

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10. The following is true about the explicit component of culture:

a) It is the recognisable and highly visible aspects of culture.

b) It is the hidden and discreet aspects of culture.
c) It is composed of food, art and culture, among other things.
d) It does not include beliefs, values and attitudes.

1) a), b) and c)
2) a), b) and d)
3) a), c) and d)
4) b), c) and d)

11. A positive language policy should include the following people or institutions:

a) School governing bodies.

b) Parent community.
c) The church.
d) Educators.

1) a), b) and c)
2) a), b) and d)
3) a), c) and d)
4) b), c) and d)

12. Which of the following influence the learning style of a learner?

a) Economic factors.
b) Physical factors.
c) Emotional factors.
d) Environmental factors.

1) a), b) and c)
2) a), b) and d)
3) a), c) and d)
4) b), c) and d)

13. The Basic Interpersonal Communication Skills (BICS) … .

a) consist of the visible aspects of language, such as pronunciation

b) allow learners to converse fluently in everyday situations
c) are not enough for the efficient processing of abstract ideas
d) are sufficient for academic success

1) a), b) and c)
2) a), b) and d)
3) a), c) and d)
4) b), c) and d)
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 ETH305V/101/3/2019

14. The following have been used as strategies to undo educational segregation:

a) Busing of learners.
b) Creation of magnet schools.
c) Creation of mono-ethnic schools.
d) The paring of schools.

1) a), b) and c)
2) a), b) and d)
3) a), c) and d)
4) b), c) and d)

15. To define “race” the following are used:

a) biological characteristics
b) genetics
c) intellectual ability
d) physical attributes.

1) a), b) and c)
2) a), b) and d)
3) a), c) and d)
4) b), c) and d)

16. The following is characteristic of a field-dependent educator:

a) Maintains only formal relationships with learners.

b) Expresses confidence in the learner’s ability to succeed.
c) Personalises the curriculum.
d) Explains clearly what learners have to achieve by the end of the lesson.

1) a), b) and c)
2) a), b) and d)
3) a), c) and d)
4) b), c) and d)

17. In the difference orientation … .

a) different ways of communicating are acknowledged

b) differences are not seen as wrong, but as possible strengths
c) the school’s perception of the learner’s language is negative
d) effective relationships with learners are established

1) a), b) and c)
2) a), b) and d)
3) a), c) and d)
4) b), c) and d)
25
18. The following are some of the official languages in South Africa:

a) IsiNdebele
b) Shona
c) Xitsonga
c) SiSwati

1) a), b) and c)
2) a), b) and d)
3) a), c) and d)
4) b), c) and d)

19. Mathematics and natural science learning areas … .

a) have no need for multicultural approach in their teaching

b) are not neutral or value-free
c) teachers need to be selective about the textbooks and learning material they use
d) are rooted in Asia, African, European and Arabic cultures

1) a), b) and c)
2) a), b) and d)
3) a), c) and d)
4) b), c) and d)

20. Jackson and Crawley (2003) identify the following three types of social contracts:

a) Ready-to-sign contracts
b) Quasi-completed cultural contracts
c) Co-created cultural contracts
d) Dominant-minority contracts

1) a), b) and c)
2) a), b) and d)
3) a), c) and d)
4) b), c) and d)

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 ETH305V/101/3/2019

SEMESTER 2: ASSIGNMENT 02

 This assignment is compulsory.

 Submission date: 26 August
 Contribution towards semester mark – 60%
 Unique number: 621296

SOURCES:

First read the following parts and then answer the questions.
Lemmer, EM, Meier, C & Van Wyk, NJ. 2012. Multicultural education: a manual for the
South African teacher. 2nd edition. Pretoria: Van Schaik. Chapters 1, 2, 3, 4.

Study guide for this module: study units 1 and 2.

Question 1

a) Define the following terms and give an example of each:

i) Multicultural school (3)

ii) Gender (3)

b) Explain the need for multicultural education in South Africa. Focus on:

i) Empowerment (4)
ii) Social transformation (4)

c) Discuss TWO strategies that a teacher could use to combat the stereotyping of learners from
lower socio-economic classes learner in a school. (6)
Total: [20]

Question 2

a) Explain the TWO categories of learner covered under the term exceptional learners. (4)

b) Language, family structure, gender and exceptionality can all influence classroom teaching.
Discuss how any TWO of the above factors influence your teaching and give examples from
your teaching experience. (6)

c) Explain in your own words the following dimensions of multicultural education:

i) Equity pedagogy (3)

ii) An empowering school culture (3)

d) A classroom culture that causes cultural alienation in some learners can result in learners
failing or even dropping out. Discuss TWO techniques that a teacher can use to ensure that
the classroom culture does not cause cultural alienation of any group of learners. (4)
Total: [20]

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Question 3

a) Give TWO reasons why learners would still need multicultural education even when they are
in a mono ethnic school. (4)

b) i) Describe any TWO sources of conflict in a multicultural classroom. (4)

ii) Explain any TWO ways in which a teacher could deal with conflict in a multicultural
classroom. (4)

c) Distinguish between a micro-culture and a macro-culture. (4)

d) Discus how classroom meetings could be utilised to resolve behaviour problems in

a multicultural
classroom. (4)
Total: [20]

Question 4

a) i) Distinguish between verbal and non-verbal communication. (2)

ii) Give TWO reasons why non-verbal communication is important to the multicultural
teacher. (4)

b) Discuss TWO strategies you would use to combat xenophobia in class. (4)

c) Using learners’ names accurately is vital if a teacher is to establish a relationship of mutual

respect with the learners. Suggest THREE techniques a teacher can use to quickly learn the
names of children in his/her class. (6)

d) Discuss TWO ways in which a teacher could solicit feedback from a non-communicative
learner in order to find out whether the learner understood a lesson. (6)
Total: [22]

Question 5

a) Describe any THREE ways which a teacher can use to learn about the culture of learners that
he/she teaches. (6)

b) Explain the role of the following in the development of a language rich environment within a
multicultural school:

i) Teacher collaboration (3)

ii) General school climate (3)

c) In tests and examinations children who are English Language Learner (ELLs) struggle with
various instructional verbs. Create a simple glossary of the following instructional verbs for
ELLs:

i) define
ii) explain
iii) discuss (6)
Total: [18]

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 ETH305V/101/3/2019

Assignment total: [100]

SEMESTER 2: SELF-EVALUATION ASSIGNMENT (Examination preparation)

This assignment is optional. Do not submit but use it in preparation for examinations.

SOURCES:
Lemmer, EM, Meier, C & Van Wyk, NJ. 2012. Multicultural education: a manual for the
South African teacher. 2nd edition. Pretoria: Van Schaik Publishers. Chapters 5, 6, 7, 8.

Study guide for this module: study units 3 and 4.

Question1

a) Distinguish between the concepts behavioural expectation and performance expectations. (6)

b) Discuss ways in which you could create an inviting atmosphere for parents to be involved in
school activities. (6)

c) Discuss ways in which a teacher could use each of the following to promote the positive
behaviour of learners in a multicultural class:

i) Modelling the right behaviour.

ii) Praise. (6)

d) As a teacher, you realise that there is some inaccurate information in a History textbook being
used at your school. Explain any TWO actions you would take to address the situation. (4)
Total: [22]

Question 2

a) Define the following:

i) Teaching style (2)

ii) Learning style (2)

b) Explain how you, as a multicultural teacher, would handle an ill-disciplined learner who
misbehaves because he/she is starving for attention. (3)

c) Identify yourself as either a field-independent learner or as a field-dependent learner and give

FOUR reasons for your answer. (8)
Total: [15]

29
Question 3

a) Describe your teaching style or that of a teacher you have observed teaching. (4)

b) Describe the instructional behaviour of:

i) A field-independent teacher. (3)

ii) A field-dependent teacher. (3)

c) Outline any FOUR strategies a teacher could use to create space for the needs of
exceptionally
gifted children in class. (8)

d) List four obstacles to successfully assessing learners by means of a test. (4)

Total: [22]

Question 4

a) Define the term ethos as it relates to a multicultural school. (3)

b) Explain clearly how each of the following teaching methods can be used in a multicultural
classroom:

i) Cooperative learning
ii) Peer tutoring
iii) Mastery learning (9)

c) Describe briefly the following learning styles:

i) Global-analytic.
ii) Verbal-imaginal.
iii) Concrete-abstract. (9)
Total: [21]

Question 5

a) Describe how you would deal with each of the following were it to occur within the school
where you teach:

i) Animosity between parents and teachers

ii) Discrimination against foreign learners (6)

b) Compare the following approaches to discipline:

i) Humanistic approach.
ii) Behaviourist approach. (6)

c) Describe and give an example of a …

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 ETH305V/101/3/2019

i) micro-level policy
ii) meso-level policy
iii) macro-level policy. (9)
Total: [21]
Assignment total: [100]

31