ENAC 211 2023

ENAC 211 Portfolio

Evidence of Performance
2023
Teaching English
https://

Across the Curriculum

www.vedamo.com/knowledge/successful-multicultural-experience-in-a-virtual-classroom/

Name and Surname:

SINOVUYO MSHWESHWE ………………………………………………………

Student Number: ……
35464100………………………………………………………………..

Lecturer: ..DR SKOSANA ..........................

………………………………………………………

Portfolio compiled by Dr A.H.C. Uys and Prof K. Kaiser

Portfolio revised by the ENAC 211 Team of 2023

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MEMORANDUM OF UNDERSTANDING

This Memorandum of Understanding (hereinafter referred to as MOU) is an attempt to facilitate

teaching and learning in ENGLISH FOR EDUCATION, and to clarify expectations, obligations,
responsibilities and duties. In particular, it draws from the experiences of lecturers and
students working under lockdown during the Covid-19 pandemic, and seeks to address the
challenges presented by these conditions.
Students are requested to read and sign the document. The MOU is consistent with the policies
and principles of North-West University.

1. Completion of assessments

All assignments must be completed as per the module programme. If there are circumstances
that stand in the way of your completing a task, proof of this must be produced. Note that a
claim may or may not be accepted; each instance is considered on its own merits. You must
complete assignments in order to reach the outcomes of your modules. Formative assessments
facilitate the successful completion of summative assessments, and should therefore be
completed meticulously, even if no marks are awarded in some cases. Please note that being
enrolled for the module and completing assignments does not guarantee a pass.

2. Study and completion of EPs

The EP is a core resource in any module. You are expected to study it, and to conduct the
requisite research, follow all links, watch visual materials and read all suggested materials. It is
also compulsory to use the blank spaces provided for your answers and thoughts on the topics
in the EP. Whenever there is a dispute about a student’s marks or if the student is a border-line
case, the EP will be requested to verify whether the student worked continuously. Study the EP
from cover to cover, and communicate with your lecturer if there is anything you do not
understand.

3. Due dates and extensions

Deadlines for the submission of assignments are stipulated by lecturers and these should be
adhered to strictly. Extension may be granted in cases with merit and when arranged with
lecturers prior to the date of submission. It remains the prerogative of lectures to grant or deny

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requests for extension. There may be unforeseen delays, so sometimes we will have to shift due
dates.

4. Missed assignments

If you fail to complete an assignment, be aware that because of schedules and (often) large
classes, the lecturer will in all probability not have the time or space to set an assignment
exclusively for the few students who have not completed the assignment as required. At the end
of the semester there will be a second opportunity task. If your module mark is between 40%
and 49%, you will have the option of doing the second opportunity assignment. This assessment
is for students who have not passed, and not for students who are unhappy with their mark (if it
is 50% and over) and want to improve it. It is best to put as much as you can into your first
attempts in all the tasks, to guarantee the mark you are aiming for.

5. Assessments uploaded to platforms as instructed

Submit assignments as per instruction, on the platform the lecturer asks you to use. Work
uploaded to the wrong platform may incur a penalty or may not be marked at all. For example,
many of the tasks need to go through Turnitin, so if you upload them to Dropbox they are not
processed in Turnitin, which means that they have not been checked for plagiarism or copying.
Read instructions carefully and submit in the right place.

6. WhatsApp groups

WhatsApp groups are to be utilised for work related issues and should not be used as platforms
for making derogatory remarks about fellow students, staff or the university. Use the group as
directed by your lecturer.

7. Dissemination of (inaccurate) information on WhatsApp and other groups

It is best to leave the sharing of module information to your lecturers. Very often, inaccurate
information is passed on, with negative consequences. Please avoid in particular the copying
and pasting of communications out of context, in WhatsApp groups. Every student must check
eFundi as often as possible (at least once a day) and read announcements for themselves, to
avoid the “broken telephone” effect.

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8. Communication with lecturers

The first thing to do is to find out who your module lecturers are as early in the semester as
possible. Use the email address your lecturer has asked you to use, and no other. Keep emails
courteous and professional. Do not contact lecturers on other campuses not your own. Refrain
from calling lecturers’ private numbers unless the lecturer has given you permission to do so.

9. Grievance and query procedure

First, contact your own lecturer if you have a query or complaint. If after you have made every
effort to communicate with your lecturer, but you feel the matter is not resolved, then follow
this procedure:

Contact the Subject Group Leader: Dr S. Romylos (Potchefstroom: [email protected]);

Deputy Subject-Chair: Ms J Chalmers (Vaal); Deputy Subject-Chair: Dr S. Sibanda (Mahikeng).

If you are still not satisfied, contact the Director of SLE: Prof. Kaiser (Potchefstroom), Deputy
Director: Prof. LM Hove (Mahikeng) or Dr R. Botha (Vaal). Other lecturers should not be
burdened with complaints.

If you skip the line of inquiry and contact for example the Dean, your query is ultimately
referred to your lecturer. Save time, and follow the grievance procedure.

10. Time elapsed between query/grievance and response

There cannot always be an immediate response to your query or grievance. It will be addressed
when the relevant parties can manage to deal with it, so your patience would be appreciated.

11. Turnaround time for feedback on tasks and assignments

Lecturers will always endeavour to give timeous feedback after submission of assignments. This
is, however, subject to class size and type of assignment. The normal turnaround time is two
weeks.

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12. Problems with electronic devices and access

If your device is not working optimally, make sure that by the time a task is due to be submitted,
you have done everything possible to sort out the problem. Screenshots of technical glitches
should be sent to lecturers on WhatsApp groups as proof of difficulty experienced. Be aware
that claims will be checked with eFundi staff.

13. Use of data

Data provided by the university must be used for study purposes only.

14. Studying full time and working

If you are a full-time student, whether contact or distance, you are responsible for meeting all
the requirements of your modules. The fact that you are employed cannot be used as a reason
for the late or non-submission of assignments, or for failing to follow announcements and
discussions. Students should keep in mind that they opt for either full-time or part-time. This
implies that you have familiarised yourself with the content, assessment schedule and all other
aspects of this choice. The workloads remain the same for all campuses.

15. Interaction with eFundi

If you experience issues with your access to eFundi, contact eFundi staff on the following:
http://services.nwu.ac.za/ctl/student-efundi-support

The various eFundi Helpdesk numbers below are available between 8:00 AM and 16:45 PM.

Central Helpdesk:
018 285 5930

Mahikeng Campus:
018 389 2312
018 389 2447

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Potchefstroom Campus:
018 299 2003
018 285 2295

Vanderbijlpark Campus:
016 910 3035
016 910 3038

It remains your responsibility to ensure that you do everything in your power to ensure
connectivity. Some factors such as load-shedding are beyond your control, but others are not.

16. Use of nicknames, aliases and alternative names on official documents

Please use the names on your official documents (ID, passport, etc.) rather than a nickname or
alias. The use of alternative names leads to administrative confusion.

17. Context of “bonus marks”

Bonus marks are awarded for submissions to Voices (creative writing competition).

18. Plagiarism

Plagiarism is a serious academic offence and has dire consequences. Read and digest every
communication regarding plagiarism.

19. Participation

Every student should participate in discussions and group work and attend sessions as
required. Your lecturer will inform you if there is a percentage weighting for professional
conduct in the module.

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PLEASE SIGN
I have read and understood the MOU. I undertake to abide by its terms.

Name and title

Student number

Signature
Date

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Administration and General Information

Instructional Plan

The instructional plan adheres to the principles of task-based and project-based instruction.
This type of instruction:

● is learner-centred;

● is an effective way to teach a course such as this one, that integrates language, content, and
skills;

● creates opportunities for students to make use of their acquired English knowledge and skills
by interacting and communicating with one another in an authentic context that realistically
represents the problems and situations they are likely to encounter in a real-life situation;

● allows the instructor to select and design lessons that address the immediate needs of the
students; and

● provides a solution as to how the hours that remain outside of live online sessions can be
utilised since it requires students to – independently or in groups – work after class to
complete a number of tasks.

Portfolios and Assignments

Your assigned lecturer will inform you if this portfolio has to be completed in writing or printing.

Completing your portfolio is part of your self-directed learning. However, if any queries regarding
your work or marks are received, you will be required to submit your portfolios as evidence of
performance.
The portfolios are personal journals that will NOT be formally assessed by your assigned lecturer.
Answers will NOT necessarily be checked and memoranda will NOT be supplied. It is your

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responsibility to do proper research in order to ensure correct answers. Take note that some
individual assignments will be submitted for formal assessment (Major Assignment 5).

NO late assignments will be accepted unless accompanied by relevant documentation proving a

legitimate reason for missing the due date. Students are supplied with a CUT-OFF date on
assignments. That means all assignments may be submitted earlier, but no later than the cut-off
date.

Lessons on eFundi and this portfolio contain ALL the information required for continuous assessment
purposes. No additional hints or tips will be given except for information inadvertently revealed
during virtual sessions.

Class Attendance (Major Assignment 5)

Research proves that the regular attendance of classes is the single most contributing factor to
successful completion of studies.

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Study Unit 1: English Across the

Curriculum
Study Section 1.1: The South African Situation

Pertinent Question

Why do all students in the Faculty of Education have to take the ENAC 211 module?

Activity 1.1.1: English as the Language of Learning and Teaching in South

Africa

Look at the following headlines and create your own newspaper headline on your view of English as
the language of learning and teaching in content classrooms in South Africa. Post your headline in
“Forums” on eFundi.

Language debate continues in SA schools (eNCA)

The case for dual-medium instruction (Mail & Guardian)

Mother-tongue classrooms give a better boost to English

study later… (Mail & Guardian)

Why SA schools should only teach science in

English (Times LIVE)
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South Africa’s mother tongue education challenge

(Media Club South Africa)

Write your newspaper headline in the space provided below:

MEN WALK IN THE MOON

Activity 1.1.2: KWL Chart

Complete the first two columns of the table below by responding to the given questions:

KNOW WANT TO KNOW LEARNED

What I know about English as a What I would like to know about What I have learnt
medium of Instruction teaching through medium of English (You will complete
this column at the
end of the
semester)

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Activity 1.1.3: Self-Assessment

Complete the following checklist to rate your own communication abilities (5 = excellent; 1 = poor).

How effectively can you perform the following activities through 5 4 3 2 1

medium of English?
prepare lessons on subjects, e.g. History, Mathematics √
provide, organise and present new information √
make content comprehensible to second language learners √
provide learners with a frame of reference √
ask questions; elicit responses √
set tasks; give instructions √
provide explanations √
summarise and evaluate information √
establish and maintain relationships √
exchange ideas and information √
get things done in the classroom and outside √
exchange messages such as letters, reports and circulars √
motivate pupils by conversing about feelings, interests, ideas √
participate in scheduled meetings, seminars √
maintain order and discipline √
TOTAL (75) 70

Activity 1.2.1: Preparation

Read the following excerpt from a blog titled, “Native English-speaking teachers: always the right
choice?” by Marek Kiczkowiak (from https://www.britishcouncil.org/voices-magazine/native-english-
speaking-teachers-always-right-choice) and answer the following question:

Do you think NESTs are better content teachers than NNESTs? Why do you say so?

(An important note before you start reading: The aim of ENAC 211 is not to ‘convert’ or change
content teachers (such as history or science teachers) to become teachers who teach Shakespeare

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and poetry, but Kiczkowiak touches on important issues of perceptions regarding the language
ability of teachers and how that affects perceptions of their ability to teach effectively.)

There are perceptions that native speakers of English make better English language teachers. Marek
Kiczkowiak, winner of the British Council’s Teaching English blog award, argues that those
perceptions need to change.

Have you looked for an English teaching job recently? If you’re a Native English Speaker Teacher
(NEST) then you’ll have seen an abundance of teaching opportunities out there. But for a non-native
English Speaker Teacher (NNEST), it’s a different story.

If you start questioning these practices, you are likely to hear one or all of the following excuses:

1. Students prefer NESTs

2. Students need NESTs to learn ‘good’ English
3. Students need NESTs to understand ‘the culture’

I would like to briefly outline here why these arguments are flawed.

1: The first argument gets repeated like a mantra and has become so deeply ingrained that few
attempts to question its validity. Yet, I have never seen a single study that would give it even the
slightest backing. On the other hand, I have seen many which confirm that students value traits
which have nothing to do with ‘nativeness’, such as being respectful, a good communicator, helpful,
well prepared, organised, clear-voiced, and hard working. Other studies show that students do not
have a clear preference for either group. It seems then that it is the recruiters, not the students, who
want native speakers.

2: On the second point, I believe it’s a myth that only NESTs can provide a good language model.
What I find troubling is that many in the profession assume language proficiency to be tantamount
to being a good teacher, trivialising many other important factors such as experience, qualifications
and personality. While proficiency might be a necessity – and schools should ensure that both the
prospective native and non–native teachers can provide a clear and intelligible language model –
proficiency by itself should not be treated as the deciding factor that makes or breaks a teacher.
Successful teaching is so much more! As David Crystal put it in an interview for TEFL Equity

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Advocates: ‘All sorts of people are fluent, but only a tiny proportion of them are sufficiently aware
of the structure of the language that they know how to teach it.’ So, if recruiters care about
students’ progress, I suggest taking an objective and balanced view when hiring teachers, and
rejecting the notion that nativeness is equal to teaching ability.

3: As for the third argument, most people will agree that language and culture are inextricably
connected. But does a ‘native English speaker culture’ exist? I dare say it doesn’t. After all, English is
an official language in more than 60 sovereign states. English is not owned by the English or the
Americans, even if it’s convenient to think so. But as Hugh Dellar notes, even if we look at one
country in particular, ‘there is very clearly no such thing as “British culture” in any monolithic sense’.
As native speakers, we should have the humility to acknowledge that ‘no native speakers have
experience, or understand all aspects of the culture to which they belong’ (David Crystal).

Perhaps most significant of all, being a NNEST might actually give you certain advantages as a
teacher. For example, you can better anticipate students’ problems, serve as a successful learning
model or understand how the learners feel. Actually, in a recent post, James Taylor went as far as
wishing he were a non–native speaker.

However, I feel that the question Peter Medgyes asks in his article ‘Native or non–native: who’s
worth more?’ misses the point slightly. As Michael Griffin has shown, the answer is neither. Both
groups can make equally good or bad teachers. It’s all down to the factors I’ve been talking about
here: personal traits, qualifications, experience and demonstrable language proficiency. Your mother
tongue, place of birth, sexual orientation, height, gender or skin colour are all equally irrelevant.

Study Section 1.2: The difference between a content teacher and an

EMI content teacher

Pertinent Question:

Are English mother tongue speakers (also referred to as first language, home language or native
speakers) better EMI teachers than English non-mother tongue (also referred to as second language
or non-native) speakers? Why do you say so?

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Activity 1.2.2: The EMI teacher

Before you watch the PowerPoint Presentation on the EMI teacher, think about the following
statements and indicate whether they are true or false and give a reason for your answer:

● If you can speak English you will be able to teach your subject through medium of English.

● The English teacher in the school is responsible for teaching language skills.

● Children will instinctively acquire the rules for correct language usage if exposed to or
immersed in the language. Learners who do not use English correctly are lazy.

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● If you want to teach through medium of English, you do not need any special skills. General
language proficiency is adequate.

Now make notes on the PowerPoint Presentation and add to your comments below each
of the statements above.

Presentation

Watch the relevant PowerPoint Presentation and make notes.

Activity 1.2.3: BICS and CALP

Read the following article (adapted from: http://www.everythingesl.net/inservices/bics_calp.php)

on the difference between BICS and CALP and complete the table below to compare the two types
of proficiency.

Explaining BICS and CALP by Judie Haynes

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Classroom teachers need to understand the difference between social language and
academic language acquisition. Here is a simple description of BICS and CALP as theorized by
Jim Cummins.

Basic Interpersonal Communication Skills

Experts such as Jim Cummins differentiate between social and academic language
acquisition. Basic Interpersonal Communication Skills (BICS) are language skills needed in
social situations. It is the day-to-day language needed to interact socially with other people.
English language learners (ELLs) employ BIC skills when they are on the playground, in the
lunch room, on the school bus, at parties, playing sports and talking on the telephone. Social
interactions are usually context embedded. They occur in a meaningful social context. They
are not very demanding cognitively. The language required is not specialized. These
language skills usually develop within six months to two years.

Problems arise when teachers and administrators think that a child is proficient in a
language when they demonstrate good social English.

Cognitive Academic Language Proficiency

CALP refers to formal academic learning. This includes listening, speaking, reading, and
writing about subject area content material. This level of language learning is essential for
students to succeed in school. Students need time and support to become proficient in
academic areas. This usually takes from five to seven years. Recent research (Thomas &
Collier, 1995) has shown that if a child has no prior schooling or has no support in native
language development, it may take seven to ten years for ELLs to catch up to their peers.

Academic language acquisition isn’t just the understanding of content area vocabulary. It
includes skills such as comparing, classifying, synthesizing, evaluating, and inferring.
Academic language tasks are context reduced. Information is read from a textbook or
presented by the teacher. As a student gets older the context of academic tasks becomes
more and more reduced.

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The language also becomes more cognitively demanding. New ideas, concepts and language
are presented to the students at the same time.

BICS CALP

What the acronym stands for Cognitive Academic

Language Proficiency
(Basic Interpersonal
Communicative Skills

Basic definition BICS (Basic Interpersonal It is also the language which

Communicative Skills)
is used to understand and
explains the development in
the second language of discuss content in the
conversational fluency. It is
classroom. The language
also a language skill used in
social situations, a day to day required for day-to-day life,
language needed to interact
including having
socially with people or
friends conversation with friends,
casual interactions

Typical skills BICS is significant because it Students are able to

prevents conflict. Most disputes comprehend and apply
start out as misunderstandings language for challenging tasks
or miscommunications between like listening to lectures, taking
parties. We may effectively notes, and writing essays if
convey our needs and wishes they are to improve CALP
and understand what others are skills. Even the most
saying to us by learning committed language learner
fundamental communication may find this difficult.
skills. BICS is crucial because it Nonetheless, it is feasible to
enables us to establish acquire the abilities required
connections with others. A or success in school and in
successful partnership depends business with dedication and

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on effective communication. practice.
Ineffective communication
makes it harder to establish
rapport and earn the trust of
others. Strong BICS abilities help
us build relationships more
quickly.

The role of context Context-embedded- face Context-reduced- language

conversations provide learners used in academics, which is
with clues and feedback such as frequently out of the present.
body language, gestures, and Little non-verbal cues exist,
tangible things to point to. and language is abstract.

Time required to acquire Takes about 2 years to develop Takes about 5-7 years to
develop.

Activity 1.2.4: Differences between an L1 content teacher and an EMI

content teacher

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Watch the relevant PowerPoint Presentation on the differences between an L1 content teacher and
an EMI content teacher and complete the table below (based on the work by Uys et al. 2006) to
compare these two teachers.

PRIOR KNOWLEDGE AND TRAINING

The L1 content teacher brings the The EMI content teacher brings the following skills to the
following skills to the content content classroom:
classroom:
● Content expertise and subject  Note taking, summarizing and extracting key
knowledge. information from texts.
● Methodological expertise.  Read , listen to, speak, and write
● Philosophical belief regarding  Improving language and learning skills as well as
teaching (Cross, 1995). gaining a deeper understanding of concepts through
meaningful content.
Not necessarily any language teaching
training.
PLANNING AND PRESENTATION OF LESSONS

The L1 content teacher has to The L2 content teacher has to formulate:

formulate:
Clearly stated content objectives:  Language instruction by providing students with the
● Sometimes complex and tools necessary to communicate.
comprehensive (from syllabus). 
Phrasing usually involves
academic discourse on higher
cognitive levels.
● In L1 these objectives are often
implied rather than stated.
Although it is good practice to
write these down, many
teachers do not feel the need
to do so.
The L1 content teacher may The L2 content teacher has to formulate:

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formulate:
Language objectives, as they may be
implied but not stated:
● First language speakers may
intuitively pick up rules for  They plan content and language objectives for each
language during conversations learning task
or if an error is pointed out.
● Vocabulary development is  They design suitable and appropriate materials.
closely related to the subject
material students are studying.
 They encourage purposeful interaction.
Vocabulary material is related
to graded content material.
 They create a classroom atmosphere and attitudes that
● Key terms are identified.
promote language acquisition and conceptual
Although content is new,
development.
teachers accept that
appropriate language skills are
already in place (Johnson, Yin
They employ fair and appropriate assessment strategies.
and Bunton, 1996).
● Vocabulary is utilised within
graded content.
● Language of textbook may be
progressively context reduced.
● Teacher uses asides,
digressions, free conversation,
suitable for a specific age
group.
● Level of language related to
class’s age and intellectual
ability.
● Academic discourse is implied.
● Repetition of key words and
phrases more natural. First
language speakers become
bored if too much repetition is

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used.

The L1 content teacher may have: The L2 content teacher has to formulate:
Clearly stated task objectives:
● A new (unfamiliar) task may be
explained orally or with an
example;
● BUT the academic language
skills required for mastering
the task is usually assumed.
The L1 content teacher may provide The L2 content teacher has to create COMPREHENSIBLE
COMPREHENSIBLE INPUT in the form INPUT in the form of:
of:
● Prescribed textbooks that are  Using different sources of input, make sure that
graded according to the age learners master the language at all levels in terms
and abilities of a specific group. of speaking, listening, reading and writing.
Learners’ reading ability may  Coached construction by observing the learners
applying strategies on their own and offers
differ but will usually be
suggestions only as needed.
developed according to  One of the comprehensible input examples is to use
standard/grade requirements. drawings, images, doodles or objects in order to
● A homogenous group illustrate the complex or abstract concepts that you
are explaining.
background knowledge that
 Read with the learners the texts that focus only on
may be a common factor for one narrow topic, and study new vocabulary can also
students coming from similar choose their own topics of interest.
 Giving the learners the texts that contain grammar or
backgrounds.
spelling mistakes and encourage them to find and
● Free conversation as a correct those mistakes.
teaching strategy.  Using less complex vocabulary whenever possible and
● Language appropriate to limit the use of idioms.

learners’ level of intellectual

development as indicated by
grade. Depending on the age of
the learners, language may

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include idiomatic phrases,
irony, sarcasm, asides.
The L1 content teacher may provide The L2 content teacher has to create CONTEXTUAL CLUES in
CONTEXTUAL CLUES in the form of: the form of:
● Scaffolding (like additional
examples). Vocabulary and
language structures required
for understanding content are
incidental and implied in many
cases.
● Additional visual aids and
media, which are usually
introduced as enrichment
rather than support.
● A context-reduced
environment.
● Lectures and pencil and paper
activities which are relatively
easy to follow.
● Traditional instructional
strategies.
The L1 content teacher creates The L2 content teacher has to create PURPOSEFUL
PURPOSEFUL INTERACTION in the INTERACTION in the form of:
form of:
● Activities that are planned to
promote conceptual and
content knowledge.
● Authentic situations. Pupils
respond from own background
and the language used is
intuitive and spontaneous.
● Instructions that are followed.
Most of the vocabulary
required for completing

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instructions may be familiar.
Teachers usually do not need
to demonstrate what is meant
and can orally explain what is
required.
The L1 content teacher ASSESSES The L2 content teacher has to ASSESS:
● Conceptual knowledge. The
teacher is usually concerned
with content outcomes and
how well they have been
attained.
● By asking questions or giving
tasks.
● By determining what content
needs to be revisited.
● Using a variety of methods.

Activity 1.2.5: Academic vs social language

BICS and CALP

Read the following scenario and highlight the examples or references to BICS in yellow and the
examples or references to CALP in green:

Classroom scenario

Bongane is a bright, engaging student in Mrs. Botha’s Grade 10 Science class. He is very social and
can talk his way into (or out of) anything. He participates in class discussions and listens carefully to
instructions.

When it comes to writing lab reports, however, he struggles. His Science teacher, Mrs. Botha, is
surprised to see how many gaps there are in his writing after reviewing his first lab report, since he
clearly understood the lab activity in class and explained the directions verbally to his peers. She

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knows that Bongane also speaks Setswana. She had assumed he was fluent in English, but now she is
beginning to wonder about her initial assumption.

Formal and Informal Language

One strategy that academic language expert Dr Robin Scarcella uses to help her college students
understand the difference between social and academic language is to provide them with similar
sentences or passages that convey the same meaning but that are written in different styles, such as
the following:

Social English Academic English

 I like this book more.  This story is more exciting than the first one we
read.
 It worked.  Our experiment was successful.
 Because they were brave.  The soldiers received the medal because of
their courage.

Complete the following table by first distinguishing between formal and informal language, then by
rewriting the sentences in formal or informal language:

Formal/Informal Rewritten sentence

We’ll probably complete the
research project next year.
I showed that his argument did
not hold water.
It’s possible to consider the
results from a different angle.
There are a number of reasons
why the questionnaire should
be revised.
I need to hand in my
assignment late.
Curriculum designers have

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been investigating the problem
for a number of years.

General Academic Vocabulary

Look at the table below. These verbs are used during instruction. Match them with their meanings.

Answer:
1. account for a) consider all the issues
1. analyse b) make a critical survey
2. compare c) bring out the meaning
3. argue d) explain the causes of
4. criticize e) show the path of development
5. define f) show the faults
6. evaluate g) give the main features and
organization
7. justify h) look at it carefully
8. illustrate i) break into parts and look at the
detail
9. interpret j) provide satisfactory reasons
10. Examine k) look for similarities and differences
11. Outline l) make clear with examples
12. Summarise m) decide on the value of something
13. Review n) present the case for or against
14. Trace o) describe without details

For Live Sessions:

On a blank page, write down any questions you may have concerning the
content. This should serve as a diagnostic assessment in terms of what you
have learned, the missing knowledge gap and experience. Prepare these
questions thoroughly and pose them to your lecturer during live sessions.
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Study Section 1.3: How do learners learn language?

Pertinent Question:

How do your ideas about how learners learn affect your teaching?

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Activity 1.3.1: What are your ideas on learning?

Think about and draw a picture below to explain how you think learners learn the best:

Activity 1.3.2: Theories of Learning

Read the following excerpts from http://languagedevelopment.tripod.com/id15.html and indicate

which of the three approaches is closest to what you discussed in Activity 1.3.1.

Theories of Language Development

The Learning Perspective

The Learning perspective argues that children imitate what they see and hear, and that children
learn from punishment and reinforcement (Shaffer, Wood, & Willoughby, 2002).

The main theorist associated with the learning perspective is B.F. Skinner. Skinner argued that adults
shape the speech of children by reinforcing the babbling of infants that sound most like words.
(Skinner, 1957, as cited in Shaffer et.al, 2002).

The Nativist Perspective

The nativist perspective argues that humans are biologically programmed to gain knowledge. The
main theorist associated with this perspective is Noam Chomsky.

Chomsky proposed that all humans have a language acquisition device (LAD). The LAD contains
knowledge of grammatical rules common to all languages (Shaffer et.al, 2002). The LAD also allows
children to understand the rules of whatever language they are listening to.

Interactionist Theory

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Interactionists argue that language development is both biological and social. Interactionists argue
that language learning is influenced by the desire of children to communicate with others.

The Interactionists argue that “children are born with a powerful brain that matures slowly and
predisposes them to acquire new understandings that they are motivated to share with others”
(Bates,1993;Tomasello,1995, as cited in Shaffer et al., 2002, p.362).

The main theorist associated with interactionist theory is Lev Vygotsky. Interactionists focus on
Vygotsky’s model of collaborative learning (Shaffer et al., 2002). Collaborative learning is the idea
that conversations with older people can help children both cognitively and linguistically (Shaffer
et.al, 2002).

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Activity 1.3.3: An EMI theory of learning
Watch PowerPoint Presentation 3 on the Interactionist Theory of Learning and draw a flowchart below to illustrate this process. Also indicate where the
following skills required of an EMI teacher fit into the flow chart:
● providing comprehensible input
● providing contextual clues
● promoting purposeful interaction

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Study Section 1.4: How do we teach English across the curriculum?

Presentation

Watch PowerPoint Presentation 4 before proceeding with the next section.

Pertinent Question:

Look at the following cartoon. What advice would you give to the professor in the cartoon below to
explain his subject better?

Activity 1.4.1: Teaching Language Across the Curriculum

Watch the PowerPoint Presentation on the different approaches to teaching language across the
curriculum and answer the following questions afterwards:

What do all of these approaches have in common?

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Which approach would be best suited for the South African situation? Why do you say so?

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Activity 1.4.2: How do I teach content?
Continue watching the PowerPoint on CALLA and complete the following mind map:

How do I
teach
content and
language?

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Activity 1.4.3: Vocabulary teaching strategies

Read the following passage and answer the questions that follow:

Strategies for teaching vocabulary:

1. Help learners to understand the origin and root of words

Teachers often define words in different school subjects WITHOUT THE STEMS or affixes
being explained or the connection pointed out with words from other subjects – or even
everyday life. Helping learners to understand where the word comes from or what it
originally meant can help them make connections between subjects and the general
meaning of the word.

Roots are the basic parts of words which are drawn from other, older languages. For English
these are German and Scandinavian languages, Latin (often via French) and Greek
(sometimes through Latin). The word ‘root’ itself, for example, came into modern English
from Old English from the Old Norse ‘rot’ and the Danish ‘rod’. ‘Etymology’ came to English
through Latin from the Greek ‘etumon’ (‘true meaning’) and ‘logos’ (‘word’).

2. Help learners to understand prefixes and suffixes

Prefixes

Are attachments which add their own meanings at the beginning of a word. Pre is itself a
prefix meaning ‘before’, e.g. unimportant; disqualify (un- and dis- indicating the opposite of
the root word)

Suffix

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Suffix refers to something that is added to the end of a root word. It has primarily two
functions. A suffix can change the meaning of the word, for instance when the suffix –ful as
in useful is changed to –less as in useless. Both words are adjectives but have contrasting or
opposite meanings.

A suffix can also change the part of speech of a word when they are attached to the end of
it. So, beauty (noun) may become beautify (verb) beautiful; (adjective) or beautifully
(adverb).

Using the information given in the first part of each of the following, work out the
meanings of the word specified in the second.

The Greek word monos means ‘one’ or ‘alone’. What is the meaning of monotony?

The Latin word similis means ‘like’ (similar). Explain the meaning of assimilation.

Ace is Latin for ‘sharp’ or ‘fierce’. What is the meaning of acrimony?

The Latin word ‘nihil’ means ‘nothing’. Explain the meaning of annihilate.

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Cedo is Latin for ‘I yield”. What is a concession?

Specto in Latin means ‘I look’. What does a spectator do?

The word ‘conserve’ is derived from the Latin verb conservare (‘to keep safe’). Here are
some more words built on this root:

conservatorium, conservation, conservative, Conservative Party, conservator, conservatory and

conserve (noun).

Insert them correctly in the spaces below.

An institution or school for instruction in music is called a …………………………………………………..

A person who is a custodian, guardian or protector is called a ……………………………………………
A political party that opposes change is a …………………………………………………………………………….
A ……………………………………person wants to save established customs and values and opposes change.
The …………………………………………… of our wetlands is a very important matter for nature lovers.
A greenhouse, especially one attached to a house, is called a ……………………………………………
……………………………………… is a preparation similar to jam, but usually containing whole pieces of fruit.

The following exercises can easily be adapted to help your learners utilise language skills
in your subject. E.g. Find a word in your subject and look up all its derivations.

The word victory is derived from the Latin word vinco which means “I conquer’ or ‘I overcome”. A
victory is a conquest over someone. Study the list of additional words that derive from this Latin
root, and match each with its correct meaning.

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Answer:
Victor a) A person who has been overcome by criminals
Convict b) Unconquerable
Convince c) A girl’s name meaning ‘conqueror’
Victim d) To conquer by persuasion
Invincible e) A boy’s name meaning ‘conqueror’
Victoria f) A person who has been conquered by the law.

Online Class:

On a blank page, write down any questions you may have concerning the
content. These questions may then be given to your lecturer to be answered
in a live session.

Activity 2.1.1: Preparation

Examine and explore your Assessment Tool/research on Bloom’s Taxonomy and match the verbs
listed below to the appropriate levels of Bloom’s taxonomy.
VERBS COGNITIVE VERBS COGNITIVE VERBS COGNITIVE
LEVEL LEVEL LEVEL
name E.g. Remembering summarise understand Design create
explain understand Recall remember rearrange understand
list remember Solve apply Invent create
calculate analyze Define remember assemble create
tell understand Dramatize apply formulate create
identify remember Illustrate apply Argue evaluate
describe understand Compare analyze Explain understand

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Study Unit 2: Bloom’s Taxonomy and

the Assessment Tool

Presentation

Watch the relevant PowerPoint Presentation and make notes accordingly.

Pertinent Question:

When learners are not completely proficient in a language, does it also mean that they have limited
thinking or cognitive skills? Why do you say so?

Activity 2.1.2: Bloom’s Taxonomy

Watch the PowerPoint Presentation on Bloom’s Taxonomy and complete the chart with activities
that match each level of Bloom’s Taxonomy for your subject. This can be discussed in groups.

Bloom’s Taxonomy Activity

Remembering

Understanding

Applying

Analysing

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Evaluating

Creating

Study Section 2.2: Developing learners’ cognitive skills while teaching

English across the curriculum

Activity 2.2.1: Forum discussion

Your experience of Bloom’s taxonomy in school

Think of your own experiences so far (primary school, high school and your modules last semester).

● Does the current school system support learners to develop higher order cognitive skills (e.g.
analysing, evaluating and creating)? Why do you say so? AND

● Discuss an activity that you had to do (so far in your school or university career) that helped
you to develop one of these higher order cognitive skills (e.g. analysing, evaluating or
creating).

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Study Unit 3: Lesson Preparation

Study Section 3.1: The Lesson Wheel

Presentations

Watch PowerPoint Presentations 7–9 while proceeding with the following section.

Pertinent Questions:

Activity 3.1.1: Lesson Planning Preparation

Identify why a teacher needs to plan a lesson beforehand, and not arrive at the classroom and
improvise:

A well-prepared lesson inspires the teacher to improve the lesson plan further. Teachers can learn
from their experiences an improvise their methods and activities- to achieve the outcomes better.
Teachers lesson plans help the teacher reflect on their class performance and compare them with
set objectives.

List a few factors that highlight the importance of planning for LAC:

It helps learners to get understanding of different technical terms related to subject specific
concepts.
It helps learners to improve their linguistic skills by linking them with content knowledge. It
enables learners to discuss subject concepts more effectively through language teaching.

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Activity 3.1.2: Introduction to the Lesson Wheel

What is the difference between a linear and cyclic lesson planner?

Linear Lesson Plans Cyclic Lesson Plans

Linear model of curriculum developments a Students practice skills with a simple drawing
common practice. It is a sequential process of dictation to introduce the topic. They then do a
devising objectives and plans. The objectives cycling survey of their classmates , and have a
could be to introduce a subject or an idea to discussion where they agree or disagree with
future professionals. some statements about cycling

Linear education simply means that the course The lesson cycle is one model or way of
material is divided into a number of steps teaching that research indicates will accelerate
chapters, modules, videos-that are offered in a student achievement. The lesson cycle is a
fixed order process by which the teacher selects activities,
strategies, and materials that are appropriate
for the learner to master the objectives.

What is the difference between a content lesson and an L2MI content lesson?

The content objective tells what students will learn during the lesson.

The language objective tells how the students will learn and/or demonstrate their mastery of the
lesson by reading, speaking, writing or listening.

Provide a definition of the Lesson Wheel:

This is a lesson plan to use with the

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Define the following theoretical underpinnings of the lesson wheel:

Theoretical Underpinning Definition

Backward design

“Backward Design” is an approach to creating curriculum,

subjects, and even single class sessions that treats the
goal of teaching as not merely “covering” a certain
amount of content, but also facilitating student learning.
Backward design prioritizes the intended learning
outcomes instead of topics to be covered.

Constructivism What is constructivism? Constructivism is the theory that

says learners construct knowledge rather than just
passively take in information. As people experience the
world and reflect upon those experiences, they build their
own representations and incorporate new information into
their pre-existing knowledge (schemas).

Cognitivism Cognitivism is a learning theory that focusses on how

information is received, organized, stored and retrieved
by the mind. It uses the mind as an information
processer, like a computer. Therefore, cognitivism looks
beyond observable behaviour, viewing learning as
internal mental processes.

Task-Based Task-based learning is an approach to language learning

where learners are given interactive tasks to complete. In

order to do this, they need to communicate. Once the

task is complete, then the teacher discusses the
language used.

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Problem-Based Learning  Problem-based learning (PBL) is a student-centered
approach in which students learn about a subject by working
in groups to solve an open-ended problem. This problem is

what drives the motivation and the learning.

Language Teaching Language learning is a process of construction conducted

mainly by the learner but facilitated by the instructor. Learner
develops ability to use the language for specific
communication purposes. The teacher models language use
and facilitates students' development of language skills.

List a few advantages of the Lesson Wheel:

As a tool, the Lesson Wheel is not merely an output of a teacher's thinking, it shapes the way
the teacher thinks and plans;
The tool accommodates both comprehensive and incremental planners by allowing one to
lay out the 'big picture';
Planning is customised to fit the teacher. Each teacher creates a model based on his/her
individual approach;

There may be a number of models—as many as there are teachers. No two lessons will look
alike;
It reduces the importance of sticking to a standard lesson plan allowing the teacher to
improvise and be creative;
The Lesson Wheel in principle acknowledges that teachers will follow different
strategies in planning, preparing and delivering lessons;

It acts as a tool that helps teachers visualise and imagine how the classroom session
will take place;
It helps the teacher to develop a richer understanding of the planning process, the
complexity of presentation as well as reflection after classroom sessions;
The teacher uses the Lesson Wheel to discuss/reflect on what happened in the
classroom. Teachers could describe how the classroom sessions progressed by
turnmg to a colour and reflecting on what happened there... e.g. "My assessment
instructions were not clear enough" or this learning activity needed more
scaffolding," etc.;

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Using the Outer Disc

The outer disc on the Lesson Wheel features questions about the context of teaching and learning,
the available resources, the learner profile, strengths and interests, and the time available for
attaining the desired objectives. You should answer the following questions BEFORE you start
planning a lesson:

Who are my learners?

What are their interests?
What are their particular strengths and weaknesses?
What prior knowledge do they bring to the classroom?
How much time is there for the attainment of lesson goals?
What resources are available?

Select ONE of the numbered pictures below and use the outer wheel of the Lesson Wheel to compile
a learner and school profile based on your interpretation of the selected picture. How do you think
the profile will influence your lesson preparation and presentation?

1 2

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3 4

Description of the profile:

Who are my learners? My learners are a class of grade 10
Geography learners at Greenfields secondary
school (Private school

Are they first or second language speakers They are not too varied in term of
of English? socio-economic status as they are enrolled
in a private school.
The 6 girls and 12 boys are multi cultured
and the class consists of a diverse racial profile.

How proficient are they? They are all English first language speakers
Most of them are very proficient in English.
Two of the Afrikaans learners sometimes
struggle with pronunciation of difficult words
and tend to struggle with subject specific
vocabulary.
All the learners are good English readers and
show good comprehension of different
terminology.

What are they interested in? The learners are overall interested in

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technology, especially their cell phones.
They are very observant of each other’s’ social
status and presence are very active on various
social platforms. Most of the learners are active sports players v
boys and netball, hockey and tennis between
the girls.

What are their favourite television The boys are more active game players with interests such as M
programmes/ TV games; movies; books? more interested in movies and series such as
Friends, Big Bang Theory, Lost,
Vampire diaries and Twilight.
Some learners are avid
book readers and read books such as Lord of the
rings and Harry Potter.

How familiar are they with technology e.g. All of the learners are very competent and
computers, GPS, Cell phones? practiced with technology and media.
Every student has their own cell phone
and a number of them has their own Laptop.
A lot of the homework given at school requires a computer to d
The learners were born in the technological age
and were exposed to technology from a very
young age.

What are their particular strengths and The majority of the students are well versed in

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weaknesses? management of time and discussion tactics.
Some learners are shy and find it hard to
contribute with class discussions.
They are very good with technology and the
application there off.
They struggle with concentration and the
ability to self-regulate their knowledge.
A few boys have some minor disciplinary problems and tend to
are good and the learners respect each other
and their educators.

What prior knowledge do they bring to the

classroom? The students have covered water conservation
in grade 7 and water as a resource in grade 9, so
they have a basic understanding that water is
important and the role it plays in everyday
life.
They understand how water management works
and what each person in everyday life
can do in order to preserve water.

What resources are available in this The school has a fully functioning library and
school? computer lab.
Classes either have a data projector or a smart
board with internet access via Wi-Fi.
Textbooks and common teaching and learning
materials are available and the school has a
subject laboratory with practical application and
study ability. A technology classroom is

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available where learners can take part in activities such as wood
sport field
that can cater for a variety of sports such as
netball, tennis, rugby, cricket, polo, swimming
etc.

What is the socio-economic situation of The majority of the learners are middle to
this school? high-class, privileged children with the
exception here and there. As this is a private
school, parents should have a certain
financial standing in order to afford the
school fees.

Are there different cultures represented in

this class?
How will this information influence your lesson planning and presentation?

Activity 3.1.3: The importance of planning a lesson

Read through the following passage and summarise it on a blank page in the form of a mind map.
EFFECTIVE CONTENT AND LANGUAGE TEACHING:

The challenge for the effective LAC (Language and Content) teacher, and specifically, the teacher
teaching through medium of the learners’ second language (L2MI teacher), is to make subject
content and language accessible and comprehensible to learners who may have neither the
language, nor the conceptual skills to master new knowledge.

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Such a teacher is not only proficient in the medium of instruction but also uses methodological
strategies and techniques to promote comprehension in the learner and applies specific
presentational skills.

There are three fundamental reasons for planning a lesson:

Thoughtful planning creates better lessons:

 Lesson planning is what links the curriculum to the particulars. It allows for more purposeful
instruction and enhances the possibility of effective lessons. Thoughtful planning also helps
the teacher understand the content of the lesson create a logical sequence of instructional
events, and link activities to instructional objectives (Clark & Peterson,1986; Clark & Dunn,
1991; Freiberg & Driscoll, 1992; Parker & Jarolimek, 1997).

Thoughtful Planning Enhances Learning:

• Well-designed lessons increase time on-task and help students perceive the structure of new
information so it can be more easily assimilated (Clark & Peterson, 1986; Freiberg & Driscoll,
1992; Stringfield & Teddlie; 1991; Walberg, 1991).

• Lesson design also affects classroom management by reducing chaos, guiding the flow of
events, and keeping students interested and engaged (Freiberg & Driscoll, 1992).

• Students achieve more in an environment where activities run smoothly (Brophy, 1986).

• Wiggins and McTighe (2005:254) maintain that ‘final learning can only be accomplished with
a carefully considered plan’ and that ’intellectual improvisation can only occur on the
foundation of a good blueprint’, thus stressing the importance of a structured plan.

Thoughtful Planning Enhances Teacher Effectiveness:

• It makes teachers better able to incorporate new instructional strategies and utilize more
complex learning activities (Freiberg & Driscoll, 1992).

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• It helps them to feel more confident and less uncertain during instruction (Clark & Dunn,
1991; Clark & Peterson, 1986; Freiberg & Driscoll, 1992).

Study Section 3.2: Reading and interpreting the CAPS to determine

the content of a lesson

Pertinent Question:

How do you know WHAT to teach? Where can you find information and guidelines based on the
topic of your lesson?
Activity 3.2.1: How to determine WHAT to teach

Watch the relevant part of PowerPoint Presentation 9 on how to read the CAPS documents and how
to analyse the content of a lesson.

What are the three reading skills that you need to use when reading the CAPS? Give a short
description with an example of each in the space provided below:

1.

2.

3.

Activity 3.2.3: Resources used when planning content

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Make a list of all the documents/sources that you consulted or used in order to analyse the
content of your topic:

Study Section 3.3: The SMART task

Pertinent Question:

How do I get my learners to WANT to learn the content and language that I HAVE to teach them?

Introduction to the SMART Task:

In order to formulate a successful lesson objective, the teacher needs to consider a SMART task.
Why a “TASK”?

The SMART-Task concept used in the L2MI class is derived from the Task-Based approach which is
used extensively in both subject and language learning classes all over the world.

A task is seen as the focus point of learning and it is characterised by, amongst others, that learners
are occupied in a meaningful, relevant way (i.e. a real-world task).

Tasks, as used in the English Medium of Instruction framework, is not the same as communicative
language tasks described in second language acquisition literature.

In this module we refer to the SMART Task – a task that the learners should complete at the end of
each lesson as the teaching objective is to teach both content and language in every lesson. To
make the planning of such a task easier, the wheel prompts the teacher to design a task that can be
tested to the criteria of being Specific, Measurable, Attainable, Relevant and Traceable (an
adaptation of the well-known SMART acronym. Take note: the “T” DOES NOT stand for “Time”!).

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SPECIFIC: The task is set on specific content with specific instructions. A specific
S
product or outcome is anticipated: e.g.: An essay about what and how long?; a report
to whom, about what and how long?; a speech about what? How long?; a concept
map, what concept?; a graph about what?
MEASURABLE: A verb that describes a specific process that results in a product that
M
can be measured or assessed by means of a specific criteria. A measurable verb
delivers physical evidence of the learner’s understanding or ability. (Compare draw
and understand. Which verb results in a measurable product?) What will you
mark/assess?
ATTAINABLE refers to the abilities of the learners, as well as the resources and time
A
available.
RELEVANT refers to a real-life, meaningful task that is relevant to the learners’
R
situation, background, abilities and circumstances.
TRACEABLE refers to a process that can be traced and which results in a measurable
T
product. It refers to the series of activities that culminate in the SMART Task.

Please keep in mind that a worksheet may contain a number of activities or

questions. The worksheet may, therefore, contain the SMART task but
the worksheet is NOT the Smart task. Worksheets are usually used at the
end of a series of lessons as an assessment tool.

Activity 3.3.1: Identifying SMART Tasks

Watch the relevant part of PowerPoint Presentation 6 on designing a SMART task. Consider each of
the following lesson objectives and explain what is missing when considering the SMART criteria.
Then formulate a similar outcome adhering to all 5 SMART criteria.

Outcome: What is missing?

At the end of this lesson my pupils will
understand the importance of model aeroplanes in
the aircraft industry.
At the end of this lesson my pupils will know
how to build a model aeroplane.

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At the end of this lesson my pupils will be able to
build a model aeroplane using match sticks and
paper.
Own re-formulated outcome:

Activity 3.3.2: How to integrate SMART Content and Language tasks.

Language objectives are lesson objectives that specifically outline the type of language that students
will need to learn and use in order to accomplish the goals of the lesson. Quality language
objectives complement the content knowledge and skills identified in content area standards and
address the aspects of academic language that will be developed or reinforced during the teaching
of grade-level content concepts (Echevarria & Short, 2010). Quality language objectives culminate
in a SMART task.
These objectives involve the four language skills (speaking, writing, reading, and listening – SWRL),
but they can also include:

● the language functions related to the topic of the lesson (e.g. justify, hypothesise);

● vocabulary essential to a student being able to fully participate in the lesson (e.g. axis,
locate, graph);

● Language learning strategies to aid in comprehension (e.g. questioning, making predictions).

Language objectives:

● tell learners the academic language functions and skills that they need to master to fully
participate in the lesson and meet the grade-level content standards (Echevarria, Short, &
Vogt, 2008).

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● are beneficial not only for language learners, but for all students in a class, as everyone can
benefit from the clarity that comes with a teacher outlining the requisite academic language
to be learned and mastered in each lesson.

Language Tasks can be integrated into the Smart TASK or can be separate, but should still be aligned
with the content task. E.g.

● Draw a graph and then deliver a short speech;

● Read an article on Business Economics and draw concept maps of FIVE of the new words;

● Draw a flow chart that shows development in business procedures. Then write a report of
200 words to the chairman of the company.

Activity 3.3.3: Lesson analysis

Use the knowledge you have attained about EMI classrooms and EMI lesson planning to analyse an
EMI lesson. The lesson you should analyse can be found on eFundi. Please be sure to select your
specific subject from the list of lessons on eFundi.

Activity 3.3.4: KWL Chart

Look at the KWL Chart you completed in Study Section 1 and complete it now by filling in the last
column as well.

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Course Evaluation:

Pertinent Question:

What did I add to my own Teaching Toolbox while studying ENAC 211?

Activity 4.1

Look at the KWL Chart you completed in Study Unit 1 and discuss the knowledge and skills you have
acquired this semester.

Activity 4.2

This is the set outcome for ENAC 211. Do you think you have reached this outcome? Why do you
say so?

Teacher-trainees must demonstrate competence in Classroom English and the L2MI methodological
and presentational skills that will enable a teacher to facilitate learning in the subject classroom, i.e.
the teacher-trainee must demonstrate ability to deliver effective L2MI.

Which methodological skills did you add to your Teaching Toolbox?

Keep lessons brief: Students, especially those at a young age, may have short attention
spans and might only be able to focus for short periods of time. It can be advantageous to
keep classroom lectures short and concise to maintain student attention and engagement
 Allow time for questions: While lecture-based learning is a teacher-

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centered approach, educators can still involve student input by making time
for questions before, during and after the presentation. While this can make
the lesson process longer, it can also allow students to engage with the
material, comprehend it and remember it more easily.

 Create instructional videos: Many teachers use a flipped

classroom approach where they encourage students to watch lectures or
instructional videos at home and complete assignments in class. This can
be a great opportunity to let students work at their own pace, as they can
see videos again by rewinding and replaying them.

Promote handwritten notes: For those students who are able, hand-writing notes
on paper can be a superb way to stay focused during lectures. It can also help
people to recall information well and strengthen their spelling and writing skills

Which skills will be most useful to facilitate language learning in your subject?

Activity 4.3

What did you like best about this module?

What did you like least about this module?

Complete the lecturer and course evaluation as supplied by your assigned lecturer.

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