Question

Code switching is often used when teaching a second language. Answer the following questions in this regard. Q.4.1 What is meant by code switching? (2) Q.4.2 What are the implications of code switching for teaching and learning? (4) Q.4.3 Why is the use of code switching increasing in South African classrooms? (4) You are starting as a newly qualified teacher at ABC primary school. Your principal has asked you to create an infographic for your colleagues to explain what dysgraphia could look like within the classroom. Q.4.4 What five characteristics will alert them that a child might be experiencing dysgraphia? Provide an example for each of the characteristics you list. You may use any app of your choice (for example PowerPoint or Canva). (5) You have a learner in your class that you feel might have math anxiety. Q.4.5 Write a letter to the child’s parent, explaining that you are concerned about their child's mathematics. • State your specific concerns regarding math anxiety. You need to create a list of five characteristics that you have observed from the learner within the classroom. • Explain to the parent the three possible ways this could have an impact on their child. • Lastly, provide the parent with two strategies that they can use at home to assist their child with maths. You need to make use of examples in your letter to help the parent understand your concern. (15)

Answer 1

Code-switching is the practice of alternating between languages, using authentic voices promotes equity and learning, code-switching increases in South African classrooms due to multilingualism, dysgraphia is a learning disability affecting writing, math anxiety has characteristic signs, strategies can help with math anxiety at home.

Step-by-step explanation:

Code-switching is the practice of alternating between two or more languages or language forms depending on the context. In teaching a second language, code-switching allows students to use their authentic voices, including nonstandard dialects, which promotes cultural responsibility and enhances learning.

The implications of code-switching for teaching and learning are that it promotes equity by allowing students to learn in their own language and encourages language proficiency in multiple contexts. It also helps in building students' cultural identity and fosters inclusivity in the classroom.

The use of code-switching is increasing in South African classrooms because it acknowledges and validates the multilingual and multicultural backgrounds of students. Code-switching allows for effective communication and understanding among students and teachers who speak different languages, and it promotes language development in both the local and European languages.

Dysgraphia is a learning disability that affects a student's ability to write. Five characteristics that may indicate a child has dysgraphia are: difficulty with letter formation, inconsistent handwriting, poor spatial planning on paper, slow and laborious writing, and difficulty with spelling. For example, a child with dysgraphia may struggle to form letters correctly and their handwriting may vary in size and shape.

When a child has math anxiety, they may exhibit characteristics such as avoidance of math-related activities, fear or anxiety when faced with mathematical problems, difficulty concentrating during math lessons, low self-confidence in math abilities, and negative attitudes towards math. For instance, a child with math anxiety may frequently express fear or frustration when asked to solve math problems.