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Case Study: Navigating a Multilingual Classroom in Johannesburg

Sundus Noor - ST10226052

Ruqaya Van Aarde-ST10073015

Yanga Dlepu - ST10183386

Background:

Ms. Mokoena teaches a Grade 6 class at a school in Johannesburg, South Africa. Her classroom is comprised of 30 students who speak different languages at home, including Zulu, Xhosa, Afrikaans, English, and Sesotho. Some students are fluent in multiple languages, while others are still learning the national language of instruction, English.

Scenario:

Ms. Mokoena observes that while some students are comfortable participating in class, others seem hesitant to speak up. This is particularly true for students who are not yet proficient in English.

Questions:

1) Challenges faced by learners:

- Learners will face language barriers as there'll be  limited English proficiency , they'll struggle to follow instructive as well as learn. Students will also have difficulty understanding peers causing discouragement. Additionally, cultural differences may vary learning styles and communication norms

2) How to promote inclusivity:

- To promote inclusivity in Ms. Mokoena’s multilingual classroom, she can implement strategies that support all learners, ensuring they feel valued and confident in participating. She can use translanguaging techniques, allowing students to think and express ideas in their home languages before transitioning to English. Pairing students with bilingual peers for peer-assisted learning can help struggling learners feel supported. Visual aids, gestures, and multilingual labels around the classroom can provide additional context and help bridge language gaps.

3) Strategies for Cross-Cultural Understanding and Language Support:

- Culturally responsive teaching- Incorporate diverse cultures and perspectives.

- Bilingual instruction- Use students' home languages to support learning.

- Peer support and buddy systems-Pair students for language support and practice.

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Jamie Kampher

Ulin Jafta

Delano Padachie

Jason Miggels

Alizwa Mpuma

Kwanda

In a classroom diversity scenario of grade 5 learners, there is a group of students that have differing English proficiency and English competency due to their linguistic backgrounds. For some students, English is a primary language, while for others, it may be a second or third language. This can create a number of challenges for the teacher, such as ensuring that all students can understand the material being taught, and addressing the needs of students with different proficiency levels. Additionally, the teacher may need to adapt their teaching methods to accommodate the different linguistic backgrounds of their students.

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Kyle Du Pless

Jason Marais

Andrea Abrahams

Sharika Gallant

Ms. Nkosi may face several challenges in her diverse Grade 4 class, including language barriers, cultural misunderstandings, and differing religious beliefs. The misunderstanding between the two learners could arise from differences in communication styles, cultural norms, or personal beliefs, potentially leading to conflict. The diverse home languages might also hinder effective communication, making it difficult for students to express themselves clearly. To promote inclusivity, Ms. Nkosi can foster a classroom environment of respect and understanding by encouraging open dialogue about different cultures and beliefs. She can incorporate multilingual resources, allowing students to feel more comfortable in expressing themselves. Using culturally responsive teaching, she can ensure that all students feel represented and valued in the curriculum. Additionally, Ms. Nkosi can teach conflict resolution skills, helping students navigate disagreements peacefully. By celebrating diversity and encouraging empathy, she can create a classroom where all learners feel respected, heard, and included.

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Ruby De Vos - St10085761

Lisa Baboo- ST10317798

Janke Gouws - St10251346

Tyla Leonard - St10324953

Ulrifa Penny - St10026142

Sejal Whitebooi - St10308903

Chante Els - St10291611

In a diverse classroom, students come from different cultural backgrounds, which can sometimes lead to challenges. For example, some students may feel excluded when certain holidays or traditions are discussed more than others. Aisha, who celebrates Eid, might feel left out when most class activities focus on Christmas. Thabo may experience frustration when his classmates don’t understand or respect his cultural ceremonies. Mei might feel uncomfortable if students make jokes about her traditional food or customs. Additionally, language differences or unfamiliar traditions can sometimes cause misunderstandings, leading to unintentional exclusion or even conflict.

As teachers, we can address these challenges by fostering an inclusive classroom environment. One solution is to integrate lessons that highlight various cultural celebrations throughout the year, ensuring that all traditions are acknowledged and respected. We can also encourage open discussions where students feel comfortable sharing their customs and experiences. Establishing classroom norms that promote respect and discourage stereotypes or teasing is essential. By creating opportunities for students to learn from one another—such as cultural presentations, storytelling, or inclusive class activities—we help build empathy, understanding, and a sense of belonging for everyone.

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Allistair ST10377174

Ethan ST10039677

Stephan ST10433149

Kiana ST10332987

Ame ST10265836

Amour ST10247584

Logan-Leigh ST10257076

Case study

Students in your class come from different cultural backgrounds, bringing a variety of traditions, languages, and worldviews.

Each of these students bring their own cultural practices into the classroom, such as different holidays they celebrate, traditional foods they eat, or customs. Learners want to know which holidays they may celebrate and how this will affect the classroom community.

Solution

In this setting, the teacher can embrace this diversity by incorporating different cultural perspectives into lessons. For example, a history lesson might include viewpoints from various cultural traditions, or literature might include works from authors of different cultural backgrounds. The teacher will encourage students to celebrate their own holidays and traditions regardless of others participation. Learners are told to be proud of their cultures.

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ST10039588-Kayla Brandt

ST10133391-Farahnaa Jappie

ST10039250-Vanessa Fortuin

ST10167411-Zimkhitha Buthelezi

ST10166361-Henley Norkie

ST10370676-Wanda Plaatjie

ST10085799-Sonwabise Dyantyi

ST10059784-Chuma Nomoyi

ST10242312-Tyrique Daniels

Case Study:

Lutho is a Grade 5 learner whose home language is isiXhosa, but he is enrolled in an English Home Language class at school. At home, he primarily speaks isiXhosa with his parents and grandparents, but his older siblings and friends use a mix of English and isiXhosa. While Lutho enjoys learning English, he struggles with academic vocabulary, reading comprehension, and expressing himself confidently in writing.

Challenges Lutho Faces:

-He often lacks the right words to express his thoughts in English, leading to short or incomplete responses

-He frequently mixes isiXhosa and English in conversations, which sometimes affects his writing.

-He is hesitant to speak in class because he fears making mistakes

Strategies to Support Lutho:

-Introduce word walls and visual aids with key vocabulary

- Encourage him to keep a personal dictionary

Use games like word bingo to make vocabulary learning fun.

- Create a safe, encouraging environment for speaking.

- Use drama, role-play, and group discussions to build confidence.

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ST 10265828 Thomas Ivings

ST 10257918 Lanesh horne

ST10282278 Michaela Francis

ST10261556 Ash-lee Albrecht

ST10270033 Shannon Zeelie

ST10265105 Cassidy Vlok

ST10367361 Luke Perry

ST10287275 Kaiden Miller

Scenario Description:

Ms. Mthembu teaches a Grade 5 class in South Africa where students come from diverse linguistic backgrounds. Some learners speak English as their home language, while others speak isiZulu, Afrikaans, Sesotho, and Xhosa. A few learners struggle to understand English instructions, making it difficult for them to participate in discussions and complete assignments. Some English-speaking learners become frustrated when group work slows down due to language barriers.

Step 1: Discuss the Scenario

Challenges:

Some learners struggle to follow lessons and complete tasks in English.

Limited peer interaction due to language differences.

English-speaking learners may lack patience with peers who speak a different first language.

Reduced confidence and participation among non-English home language learners.

Solutions:

Use visual aids (pictures, diagrams, videos) to support understanding.

Encourage peer support by pairing English-proficient learners with those still developing their English skills.

Use bilingual resources (books, posters, and key vocabulary lists in multiple languages).

Apply Krashen’s Comprehensible Input Theory, ensuring content is slightly above learners' current level but still understandable.

Incorporate multilingual teaching strategies, such as allowing short explanations in home languages before transitioning back to English.

Impact on Learning:

Improved participation and confidence among multilingual learners.

Increased collaboration and empathy among students.

More inclusive classroom environment where every student feels valued.

Step 2: Apply Knowledge from Previous Sessions

Vygotsky’s Social Learning Theory: Peer support and scaffolding from teachers help learners build understanding.

Krashen’s Comprehensible Input Hypothesis: Providing context and visual support aids second-language acquisition.

Inclusive Education Strategies from CAPS: Encouraging a multilingual approach enhances accessibility for all learners.

Step 3: Present Solutions

Each group presents:

1. The key challenges faced by learners in this scenario.

2. Practical solutions teachers can implement.

3. The expected impact on student engagement and learning outcomes.

Step 4: Reflection Questions

How can teachers promote linguistic diversity as an asset rather than a barrier?

What are some effective ways to integrate home languages without compromising English development?

How does promoting multilingualism contribute to social inclusion and academic success?

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Jaydene Swartbooi ST10048677

Shanaaz Leander ST10307589

Cautney Triegaardt ST10363816

Aphiwe Langa ST10354190

Teslynne Japtha ST10040015

Khalipha Nzula ST10402136

Charl O’Connor ST10086605

Case Study Challenge: Classroom Diversity in a South African Context

Scenario

A Grade 5 classroom in a South African school consists of students from diverse cultural and linguistic backgrounds, including isiXhosa, Afrikaans, and English speakers. The teacher notices that language barriers sometimes create misunderstandings, making collaboration difficult. Some learners struggle to participate because they are not fluent in the language of instruction.

Discussion Questions for the Group

1. What challenges do students face in a multilingual classroom?

2. How can the teacher promote inclusivity and ensure all learners feel valued?

3. What strategies can be used to encourage cross-cultural understanding and language support?

Possible Solutions

- Implementing peer support systems where multilingual learners help each other.

- Using visual aids and gestures to reinforce understanding.

- Encouraging code-switching in discussions to help learners express themselves.

- Incorporating cultural storytelling and group activities to celebrate diversity.

Purpose

This case study encourages problem-solving, fosters cultural sensitivity, and helps learners apply their understanding of diversity in South African classrooms.

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St10365440 chanté Scott

St10282200 Anouk Pio

St10300769 Johan Van Heerden

St10269104 Taryn Schwikkard

St10299669 Lyn-Marie Nel

St10268964 Nathan Hammond

Case Study Analysis: Classroom with Students from Different Linguistic Backgrounds

1. What are the main challenges for students and the teacher?

• Students: Struggle to understand lessons and instructions in English, Difficulty participating in discussions and group work, Lower confidence in speaking and writing in English, Feeling excluded or isolated from fluent English speakers.

• Teacher:Balancing the needs of fluent and struggling students, Finding ways to explain concepts clearly to all students, Ensuring assessments are fair and accessible, Managing classroom communication and engagement.

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2. How can the teacher ensure all students understand lessons?

• Use simple, clear language and avoid complex vocabulary.

• Incorporate visual aids (pictures, diagrams, real-life objects) to support explanations.

• Use gestures and body language to reinforce meaning.

• Encourage peer support, pairing fluent students with struggling learners.

• Provide bilingual glossaries or key vocabulary lists in home languages.

• Use scaffolding techniques (step-by-step explanations, summaries, repetition).

• Check for understanding by asking students to explain in their own words.

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3. What strategies can help students feel included and engaged?

• Create a welcoming environment by celebrating different languages and cultures in the classroom.

• Use group work and cooperative learning to encourage peer interaction.

• Allow students to express themselves in their home language first before translating.

• Encourage the use of translators or language apps when needed.

• Integrate stories, songs, and games from different cultures.

• Provide extra language support through after-school programs or small-group instruction.

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4. What resources (digital tools, peer support, visuals) could assist?

• Digital Tools:

• Google Translate – Helps students translate key concepts.

• Duolingo – Supports language learning.

• Quizlet – Helps with vocabulary development through flashcards.

• Microsoft Immersive Reader – Reads text aloud and translates content.

• Peer Support:

• Pairing students with language buddies for collaborative learning.

• Encouraging group discussions where students help each other understand content.

• Visual Aids:

• Picture dictionaries.

• Charts with key vocabulary and definitions.

• Infographics and diagrams.

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5. How can assessment be adapted for diverse linguistic backgrounds?

• Use bilingual instructions or provide translations for key words in assessments.

• Allow students to demonstrate knowledge in different ways (drawings, verbal responses, acting out concepts).

• Provide extra time for students who are still developing English proficiency.

• Use formative assessment methods like verbal check-ins, concept maps, and interactive quizzes.

• Offer oral assessments as an alternative to written tests for students struggling with English.

• Implement portfolio assessments, where students collect and reflect on their progress over time.