Teaching Additional Languages in Intermediate Phase

Introduction to Additional Language and Teaching

• The module focuses on additional language and teaching, particularly for learners in the intermediate phase.
• Learners should reflect on their experiences with additional languages, considering when, why they started learning, their needs, and learning goals.
• Teachers must provide opportunities for learners to listen, speak, read, and write in the additional language, using appropriate materials and tasks that match their understanding level.

Additional Language Acquisition in CAPS

• CAPS defines an additional language as a language, other than the learner's mother tongue, used for specific communicative functions, like the language of learning and teaching.
• In South Africa, English is a primary language of instruction in many schools, with a high percentage of learners studying it as their first additional language.
• South Africa is multilingual, with 11 official languages and 15 other commonly spoken languages.

Bilingual and Multilingual Language Acquisition

• Bilingualism or multilingualism happens when a child learns two or more languages simultaneously.
• This can occur when children's parents speak different languages, leading to natural acquisition of both languages.

Additive vs. Subtractive Language Acquisition

• Additive language acquisition adds a first additional language to a learner's existing home language.
• Subtractive language acquisition replaces the home language with the first additional language, which is discouraged in education.

First Language Role in Second Language Acquisition

• Supporting the learner's first language is crucial for successful second language acquisition. A strong foundation in the home language is essential.
• Neglecting the learner's first language hinders language development and second language learning.

Cummins' Common Underlying Proficiency (CUP) Theory

• The CUP theory links the home language and the first additional language, suggesting second language learning is influenced by the first language's structures and rules.
• The theory highlights shared proficiencies and transferable knowledge between languages. This encourages teachers to link the learner's home language to the target language.

Interactionist Theory of Second Language Acquisition

• This theory emphasizes interaction, comprehensible input, and comprehensible output for language development.
• Interaction: Learners acquire language through meaningful conversations, interactions, and negotiation of meaning.
• Comprehensible Input: Learners need understandable language, often through modified interactions designed to match their level.
• Comprehensible Output: Learners need opportunities to produce language (speak, write) to solidify understanding and gain confidence.

Importance of Interaction, Input, and Output

• The Interactionist theory emphasizes the crucial role of interaction, input, and output in language acquisition.
• Teachers should foster a classroom environment where learners regularly interact, receive comprehensible input, and produce output through language use.

Teaching Strategies for First Additional Language Learners

• Move beyond traditional methods to create interactive learning environments that encourage discussions, group work, and active learner participation.
• Real-world contexts, repetition, and revision are key for language development.
• Prioritize engaging strategies like videos, role plays, and games to integrate the language into meaningful and relatable activities.
• Encourage and reward learners, acknowledging their progress and creating a supportive learning atmosphere.