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Overview

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ENGLISH FIRST ADDITIONAL LANGUAGE INTERMEDIATE PHASE:

TEXTS AND CONTEXTS

 

CODE OF CONDUCT

  1. During blended learning/teaching students are expected to be responsible for their own learning.
  2. It is the students’ responsibility to keep the lecturer informed on their progress and needs. If you have any questions or in need any support, please contact your lecturer.
  3. Students who are facing challenges with attending online classes or face-to-face classes are expected to communicate this with their lecturer. Your lecturer cannot know, understand or support your circumstances if he/she is not aware of it.
  4. Students are expected to submit all assignments on time as far as possible. If you are experiencing challenges, your lecturer will not provide an extension unless he/she has been informed and you have provided the relevant documentation.
  5. We will attempt to maintain an environment where mutual respect and consideration of others’ rights are prevalent.
  6. Should you experience a problem or have a query with regard to your English classes, marks or the conduct of a lecturer, we require that you solve the problem in a professional manner and follow the grievance procedure below:

Grievance Procedure for English Education Modules

The correct Grievance Procedure to follow if you have an English module is set out below. PLEASE do not contact other staff, as they will just refer the matter back to the grievance procedure.

STEP 1 – GO back to your lecturer and see if you can resolve the issue at hand with him or her.

STEP 2 – After trying step 1 and you are still not satisfied with the outcome you can email Dr S. Romylos (Potchefstroom: Salome.Romylos@nwu.ac.za) supplying all of your details and explaining the situation in full.

STEP 3 - If you are not satisfied how Dr Romylos handled the matter, you may contact the Director of SLE, Prof. K. Kiaser, Deputy Director: Prof. LM Hove (Mahikeng) or Dr E. Kung (Vaal). Other lecturers should not be burdened with complaints. 

 

PROCEDURE THIS SEMESTER

Students will use eFundi as a platform for learning.

  1. Make sure that you join the ENIP 412 Whatsapp group.
  2. All slides/resources will be available on eFundi for self-directed learning.
  3. When slides/resources are posted on eFundi ensure that you download and save them. This is to ensure that you have the resources on hand in the rare event that you are unable to access eFundi.
  4. Students are expected to comprehensively navigate through slides and complete the activities in the EP while doing so. This is to help you track your own learning and understanding.
  5. Please stay up to date with content to avoid overloading yourself at the end of the semester. Plan your time wisely. Use your weekly planner available on eFundi to guide you.
  6. All assignments will be submitted on eFundi, unless other arrangements have been made with your lecturer.
  7. If you experience any challenges or have any questions regarding content or assignments, please contact your lecturer for assistance.
  8. Please be patient if feedback from your lecturer takes a little longer than usual. Please see the estimated time for feedback under Admin and Module Information - Assignments.
  9. You are expected to attend ALL face-to-face and online classes. If you are unable to attend a class, you need to inform your lecturer and provide a valid reason with the necessary documentation. 

Module outcomes

On completion of this module the student should be able to demonstrate:

  • integrated knowledge and logical understanding of, as well as an ability to correctly evaluate and apply the assessment plans and outcomes as prescribed by the school curriculum in the field of English Home Language;
  • advanced ability to effectively apply assessment and moderation strategies with a view to enhance the teaching and learning of language structures in the Home Language classroom;
  • the ability to identify, analyse, critically reflect on and address complex problems/issues/challenges related to planning a lesson in the 21 st  century Home Language classroom in South Africa to provide support to the learning needs of learners;
  • the ability to reflect on the values, ethical conduct and justifiability of decisions appropriate to the practice of teaching and assessing in a 21 st  century classroom in South Africa;
  • identify the paradigms relevant to Home Language teaching and assessment and select appropriate assessment tools that can be used effectively when planning lessons/activities according to the school curriculum;
  • the implementation of an appropriate procedure / method and to evaluate/ judge the measure of effectiveness of the implementation of assessment theories and strategies in learner and teacher activities; and
  • the ability to operate as part of a team and make appropriate contributions to successfully completing a portfolio of evidence related to teaching Home Language and taking co-responsibility for the learning progress and outcome realisation of the team.

Assessment criteria

Students have mastered the outcomes if they are able to:

  • engage in critical, responsible discussions about assessment methods and assessment plans in the South African classroom;
  • explore different assessment and moderation strategies and apply these strategies in their lesson plans and learner activities;
  • apply different planning and assessment theories and strategies;
  • describe and explain cognitive elements (Barrett’s taxonomy) to design and select appropriate assessment tools within the four language skills;
  • apply the Lesson Planning tool and template to design effective holistic English Home Language lessons and learning material;
  • analyse and evaluate language learning and assessment in the 21 st  century Home Language classroom in the South African context by referring to practice drive assessment theories and planning strategies;
  • identify and define perceived problems within the assessment context in order to design appropriate action research which explores the problem;
  • increased confidence in speaking publicly: articulate clear ideas in discussion about planning and assessment strategies in the Intermediate Phase Home Language classroom;
  • listen thoughtfully and respectfully to others' ideas; and prepare, organise, and deliver engaging oral presentations;
  • compile and present a portfolio of evidence related to all practical applications of being a teacher in the Intermediate Phase classroom; and
  • identify voice, position and identity in a South African context. 

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