Section 4: Ways to build on home language knowledge · Web viewSection 4: Ways to build on home language knowledge 1. Using home language to stimulate creativity 2. Bilingual approaches

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LiteracyModule 3 Section 4 Ways to build on home language knowledge

1 Using home language to stimulate creativity2 Bilingual approaches3 Code-switching to promote thinking skills

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Contents Section 4: Ways to build on home language knowledge

1. Using home language to stimulate creativity

2. Bilingual approaches

3. Code-switching to promote thinking skills

Resource 1: Poem

Resource 2: Lesson transcript

Resource 3: Safety

Resource 4: Who is my father?

Resource 5: Vision and mission statements – some examples

Acknowledgements

Creative Commons Attribution-Share Alike - www.tessafrica.netTESSA ENGLISH, Literacy, Module 3, Section 4

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Section 4: Ways to build on home language knowledgeKey Focus Question: How can you build on knowledge of the home language to develop competence in the additional language?

Keywords: building; vocabulary; concepts; additive bilingualism

Learning OutcomesBy the end of this section, you will have:

used the home language to maximise creativity, understanding and development of ideas;

understood the importance of interplay between the home language and the additional language.

Introduction

As a teacher, you want to maximise learning and skills in the additional language and so you need to make decisions about when and how to use the home language. Your choice of language should be based on what is best for your pupils’ learning, rather than on what is easiest for you.

In many schools, the home languages of the pupils are used at home, and then only in the first few years of school. This often leads to a view that the home language is not worth much. Teachers and parents forget that it is important to build on the pupils’ existing language knowledge and skills and use both languages.

This section shows how using the home language can maximise creativity, understanding and development of ideas, as well as development of the additional language.


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1. Using home language to stimulate creativity

Your pupils come to school with a rich background of human interaction and experience of the world. They also have a language to describe their world. When they use their home language they can draw on this experience to fill their speech and writing with detailed description and imagery. As a teacher, you need to encourage this, and draw out the knowledge that they have.

When it comes to speaking or writing in the additional language, pupils will often not realise that they can still draw on this knowledge. Teachers, too, may forget that their task is to help pupils transfer their knowledge in and of their home language into the additional language, rather than building from scratch.

In this part, we suggest that you help your pupils to express what they know and imagine in their own language, and then to think of ways to carry a similar meaning across into the additional language.

Case Study 1: Writing in isiZulu to enrich English

Mrs Nonhlanhla Dlamini teaches English to 64 Grade 6 isiZulu-speaking pupils in the Nongoma district of KwaZulu-Natal, South Africa.

One day, she read and discussed examples of praise poems and stories with her pupils and suggested that they write their own. They were quite excited, but their initial attempts in English were very disappointing so she decided to try a different approach.

Mrs Dlamini asked her pupils to work in pairs to tell each other what they wanted to write and help each other to write their story or poem in isiZulu. Next, they worked in their pairs to write English versions. She reminded them not to do word-for-word translations because the grammar and vocabulary of the two languages is built up in different ways.

The second attempts at writing in English were much more interesting than their first attempts, though still not as rich in detail and interest as the Zulu versions.

Mrs Dlamini did some vocabulary building work with pupils to extend their range of verbs and adverbs in the additional language, as she noticed that this was an area of weakness. Next, she then asked pupils to rework their own writing, using a greater range of verbs and adverbs.

After signing their writing, pupils placed their poems and stories on a table at the back of the classroom. They enjoyed reading each other’s stories.

Mrs Dlamini noticed how many more verbs and adverbs became part of her pupils’ regular vocabulary as a result.


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Activity 1: Word-pictures in two languages

Write on the board the ‘insults’ poem ‘You’, which appears in Resource 1: Poem.

Read it with pupils and discuss each comparison, e.g. ‘head is like a hollow drum’ makes one think it is big and empty, etc.

Ask them to write a ‘compliments’ poem, as a class, about a well-known person they admire.

Decide with them which aspects of the person they will describe. If the person is athletic, they might choose physical attributes, legs, figure, walk, etc.

Now distribute these attributes to groups, or individuals, and ask them to think of comparisons in the home language.

When they feed back their comparisons, decide, as a class, on the best comparison for each attribute, and write them up, in the home language.

Now discuss how they would say something similar in the additional language. Direct translation will not work, but try to create a similar impression.

In this way, build up the poem with your class in the additional language. Ask them to make up a poem of their own – ‘insults’ or ‘compliments’. Pupils

should make sure they cause no real offence!How well did this approach help the pupils develop their vocabulary in the additional language?


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2. Bilingual approaches

People often feel that a teacher should use only the additional language in class in order that pupils become as fluent as possible in it. This is not an unreasonable view and it does work well in certain situations. However, the reality in many African classrooms is that:

there are no native or very competent speakers of the additional language (pupils or teachers) in the school;

pupils have little exposure to the additional language outside of the classroom; most teachers do a lot of code-switching (i.e. alternating languages while they are

talking); if only the additional language is used, pupils are lost most of the time, especially

in the early years of learning the new language.

When pupils have learned the additional language for a few years only, and do not have much exposure to it outside the classroom, they can only understand and make sentences relating to everyday realities. They are often not yet able to use it to discuss ideas and concepts. In order to extend learning to discuss ideas, it can be useful to take a bilingual approach.

Case Study 2: Discussing ideas in the home language

In Kibaha, Zawadi Nyangasa led her Standard 7 English class in a lesson based on a story about a king and a shoemaker. She wanted them to think about the nature of true ‘wisdom’ and ‘cleverness’, and the purpose of education.

She read the story aloud to the class, stopping from time to time to ask questions to check understanding. Most of the questions and answers were in English, but there were times when she used the mother tongue to clarify a concept or to relate the story to the pupils’ life (see Resource 2: Lesson transcript).

After reading the story, she asked the pupils to discuss the following questions, in small groups of four to six. She encouraged them to use their mother tongue.

Do you think the shoemaker was an educated person? Was he wise? Clever? Happy? What are your reasons for saying so?

What are the important things that we learn at school? Why are they important?They reported back in their mother tongue, and had a general discussion on the questions. She made notes on the board, also in the mother tongue.


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Activity 2: Adults I admire

Read Resource 3: Safety and think about aspects of the reading that may cause difficulties for your class.

Read the passage with your pupils, discussing any unfamiliar words or concepts.

Ask them how the adults in their world behave:

do they behave like the ones described in the first three paragraphs of the passage, or like those described in the fourth paragraph?

is the behaviour of adults helpful to them as young people? Why, or why not?

Have this discussion in the home language. If it would encourage deeper discussion, let pupils discuss in small groups, and report back after 15 minutes or so.

Ask them to choose an adult they know whom they admire and write a description of this person, using a language of their choice. (See Resource 4: Who is my father?) They could work in pairs or groups of three or four.

Collect their work and give feedback. They may have shared deep feelings, so respond in a human way to the content, rather then focusing on the grammatical errors, etc. (See Key Resource: Assessing learning.)


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3. Code-switching to promote thinking skills

Once skills and understanding are established in a well-known language, it is easier to transfer them to an additional language. Many academics also believe that if a person can look at a subject through the perspectives of two languages, their thinking skills are improved. It is important that you make sure your pupils see themselves as richer – rather than poorer – because they have two or more languages.

When your pupils have discussed ideas in the home language or lingua franca, it is valuable for them to find and learn ways of expressing these in the additional language. You need to continually think of ways to help them do this. This part offers you some ideas.

Case Study 3: Expressing ideas in English

Zawadi made sure that the Kiswahili notes from the lesson on the king and the shoemaker were not rubbed off the board.

In the next Standard 7 lesson, she started discussing with the pupils how they could answer, in English, the questions she had asked.

They talked about some of the key Kiswahili words or phrases they had used, terms like tabia, maumbile. What kind of person, or quality, did each term refer to? Did they know people with these qualities?

They also discussed, in the same way, some of the key English words in the questions: educated; wise; clever; happy; learned. She reminded them that there are not always direct translations for words from English into Kiswahili, or from Kiswahili into English. However, they found ways of expressing the ideas that were on the board in English. In the process, they learned new language structures and some new vocabulary.

Zawadi put these on the board, she asked them to work in groups and write English answers to her two questions. The group could create the answers together, but pupils had to write their answers individually.

Zawadi found that this code-switching helped her pupils develop their English much more.

Key Activity: The adult I want to be: a vision statement

Ask some of your pupils to share their descriptions of adults they admire with the class. Ask the class to identify one or two adults they admire in the community, and see if these adults would talk with the pupils.

Decide on a few questions to ask, e.g.:

what is most important for you, in life? what life experiences have made you stronger? who had the greatest influence on you as you grew up?


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Agree who is going to ask the questions, and how to record what the person says. Pupils and adults will probably use the home language.

After the visit, discuss what the pupils learned.

Ask your pupils: What qualities and values would you like to develop in yourselves as you become adults?

Work out home language and additional language terms for these, and write them up.

Ask them to write out their own ‘vision’ and/or ‘mission statement’ in the additional language. (Resource 5: Vision and mission statements gives examples.)


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Resource 1: Poem

Teacher resource for planning or adapting to use with pupils

You!Your head is like a hollow drum.You!Your eyes are like balls of flame.You!Your ears are like fans for blowing fire.You!Your nostril is like a mouse’s hole.You!Your mouth is like a lump of mud.You!Your hands are like drumsticks.You!Your belly is like a pot of bad water.You!Your legs are like wooden posts.You!Your backside is like a mountain-top.

Igbo

Teacher notes

The above poem is a series of similes. (In this case, the series of similes is also a series of insults!) A simile is a comparison, used to highlight certain qualities in a person or thing that is being described. When you read or hear a simile, you picture the ‘mouse’s hole’ (for instance), and that helps you understand something about the nostril. In analysing the simile further, you say to yourself, ‘What is a mouse’s hole like? It is quite big (compared to a nostril). It is dark inside. It is full of messy nests and it is dirty.’ Then we can see more clearly what the poet thinks about the person’s nose!

A simile is an explicit comparison. In other words, the writer or speaker is open about the fact that this is a comparison. A simile, in English, always uses the words ‘like’, or ‘as’, e.g. ‘Your nostril is like a mouse’s hole’ or ‘In the tunnel, it was as black as night.’

If the poet had written ‘Your nostril is a mouse’s hole’ this would have a similar impact, but this kind of comparison is called a metaphor. Here, the comparison is implicit. We are not told that a comparison is being made. The nostril is described as if it is a mouse’s hole.

Original source: Machin, N. African Poetry for Schools: Book 1


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Resource 2: Lesson transcript

Background information / subject knowledge for teacher

Teacher (T) teaching Standard 7 English (reading lesson) to pupils (Ps)

T: What I want you to do now is, I will read first, and I will ask you to follow me at some times. Ne?

Ps: Yes.

T: Long ago, the King of Egypt wanted to know how his people lived. Where is Egypt? Yes?

P: Egypt is in the North of Africa.

T: (Repeats) You agree? Do you agree?

Ps: Yes (Chorus).

T: Right. One night he dressed like a poor man and went into the city. What is a city?

P: A town…

T: He listened to his people grumbling. His people were grumbling. When you grumble is when you…seem to be unhappy…

P: Grumblisha.

T: Jaaaa, gramblisha, siyagramblisha andithi?

Ps: Yes.

T: Now They said that they were poor and the food was expensive… They were grumbling….No one laughed in this town. No one sang, and no one was happy. Everybody was unhappy. Wonk’umntu wayequmbile kuledolophu. Kungeko nomnye ohlekayo.

When the king was walking back to his palace. You walk back to…you walk to…you walk to… the palace What is a palace? Siphokazi.

P: A palace is where a king lives.

T: Yes, good. (Repeats) Libhodwe, andithi.

Inside he heard someone singing. Inside a little shop. He went inside the shop. A young man was sitting on the floor, making shoes, and as he worked, he sang.

When the shoemaker saw that there was a visitor, he stood up and greeted him. Molo, mfondini. Then he gave the king some bread and water. Only what?


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Ps: Bread and water.

T: Was the shoemaker aware that this was the king? In reality. He was not aware. Ne? He just said Oooh! Poor soul! Because why was he not aware? Why?

P: He dressed like a poor man.

T: (Repeats) Andithi. Just have a picture of Madiba wearing the old clothes. Ezikrazukileyo, ezinikiniki eme pha phandle Ela xesha akumazi ukuba uMadiba uqabe ipeyinti emnyama apha ebusweni okanye ipolishi emnyama. Do you have a picture of what I am saying?

Ps: Yes.

T: Now do you know Madiba when he comes to that door like that?

Ps: No.

T: No, nobody could know him, ne?

The teacher continued to read the story with the pupils, asking them questions about it. Most questions were of a similar kind to those recorded above. The pupils answered them briefly, in English. The lesson then proceeded as described in Case Study 2.


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Resource 3: Safety

Teacher resource for planning or adapting to use with pupils

Safety starts with the spirit of Ubuntu by Buyi Mbambo

When I was growing up I felt safe. I could walk everywhere by myself; I could go to the forest to collect wood; I could go to the river, even if I was the only one on the long, winding footpath. The only things I was afraid of were imaginary ghosts, wild rats, and maybe the cattle I would cross paths with.

The sight of a human being, an adult, was a welcome one, because whatever came from them was filled with love and concern. Yes, adults would be angry that I was on my own late in the afternoon; they would wait for me and help me put the bucket on my head. They would make sure I took the safest route home; sometimes they would shout for people to meet me half way. On the way to and from school, there would always be an adult curious about where we were going, concerned about how late we were, or about our appearance.

In my mind, as a child, adults were nosey. They did not hesitate to go home and tell my parents they had seen me doing something wrong; by the time I reached home I would have been ‘talked to’ seriously by all adults, whether they knew me or not. Nosey or not, I had a privileged childhood, as did many of today’s adults.

A lot has changed for today’s children. Families have been broken up by a number of factors; the culture and spirit of concern and high regard for children, and for one another, has been destroyed. Children and families live more and more in isolation and there is a general hesitancy about becoming ‘involved’ in the affairs of your neighbour, even if your involvement could save a life.

Extract taken from: Children First

Building concepts and vocabulary

Words and phrases you could discuss in this passage are:

imaginary ghosts; route; curious; nosey; did not hesitate; a privileged childhood; culture and spirit of concern; in isolation; a general hesitancy; becoming ‘involved’.

See whether there are pupils who can explain these words and phrases. Try to explain in English, with the help of examples. Then do not hesitate to use home language equivalents to help them understand.

Building understanding of punctuation usage

One feature of the punctuation of this passage you could discuss is the use of the semi-colon (;). The semi-colon separates two pieces of writing which are structurally complete sentences. However, the meaning of the one piece has a close connection to the other, and you want to show that close connection through the punctuation you use. The reader does not pause as long for a semi-colon as for a full stop. Look with your pupils at the places where semi-colons are used, and talk about the structure of a sentence.


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Example of pupils' work

My brother

My brother’s name is Ipyana Mwakipesile. He is 18 years old and he is like a father to me. My father died a long time ago. He plays a major role in our lives though he is a very young boy doing Standard I at Azania High School. He is responsible. He takes good care of us. He cooks food and cleans the house. He looks after baby because my mother passed away a few months ago. Every afternoon he closes the gate so that we are safe inside. He supports us in every way. We don’t feel that our mother is also no longer there for us. My brother always gives us that love we used to get from our parents. Every Saturday, he bakes cakes, does shopping as my mother used to do. My brother is like a father to us. We trust him, we love him.

My father

My dad was born and raised in Mbeya [from] where he later moved to Dar. He attended Minaki Secondary School and within those two years, his mother died. His father left him and his two younger sisters. He lived with his grandparents and then his aunt before being moved to an orphanage.

During his years in the orphanage, he had to face many adversaries and learned many lessons. He was exposed to bullies and often had to protect his sisters. Although it seemed that he had a hard time, he appreciated all that he had at the orphanage. The hardest thing for him was not having his own family.

As a result of his upbringing in the orphanage, he learned to fend for himself. In matric, he was made head boy at his high school. He also was very popular and took part in various cultural activities as well as sport.

After school he did his national service and saw many parts of Tanzania. He often shares stories and events that he experienced during his time in the army. His experiences in the orphanage helped him cope with life in the army and he was placed in the leader group, and became an instructor. My dad has always had very good and special friends and has always been in some or other leadership role. Here he discovered that he had a special talent for teaching. After doing his national service, he went to study to become a teacher.

At college he met a girl who became a very special person in his life. After his studies he because engaged to her. It did not work out and it was at this time that my mother came to work on the same staff as my father. They because friends and were later married.

In 1990 I was born and ever since, I have been close to him.

My father has played an important role in my life, and I someday wish to pass on this gift he has given to me. He has been my teacher, my sports coach, my mentor and most of all, my closest friend.

Adapted from ‘Children First’ Nov/Dec 2004/ Vol 8 No 58, pages 5, 6, and 7


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Resource 5: Vision and mission statements – some examples

Background information / subject knowledge for teacher

A vision statement is usually short. It is focused on the future and what you aim to become in the future.

A mission statement is often a bit longer, and gives more detail of what has to be done to achieve the vision.

Here are two examples:

Vision statement for the School of St Jude, Northern Tanzania

To be an exemplary, modern and self-sustainable institution that effects a paradigm shift on the educational system in Tanzania by enabling Tanzanians to run successful and moral schools, thereby alleviating poverty and breaking the cycle of dependency on external aid.

Original source: http://www.schoolofstjude.co.tz/AboutUs/WhoAreWe/tabid/71/Default.aspx (Accessed 2008)

Mission statement of an anonymous manTo be the person my children look to with pride when they say, ‘This is my dad.’

To be the one my children come to for love, comfort and understanding.

To be the friend known as caring and always willing to listen empathically to their concerns.

To be a person not willing to win at the cost of another’s spirit.

To be a person who can feel pain and not want to hurt another.

To be the person that speaks for the one that cannot, to listen for the one that cannot hear, see for the one without sight, and have the ability to say, ‘You did that, not I.’

To have my deeds always match my words through the grace of God.

Original source: Covey, S. et al. First Things First


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Acknowledgements

Grateful acknowledgement is made to the following sources:

Other

Resource 1: Poem:

Original source: Machin, N. African Poetry for Schools: Book 1

Resource 2: Lesson transcript:

Adapted from: Umthamo 3, University of Fort Hare Distance Education Project

Resource 3: Safety:

Extract taken from: Children First


Adapted from ‘Children First’ Nov/Dec 2004/ Vol 8 No 58, pages 5, 6, and 7

Resource 5: Vison and mission statements:

Original source: http://www.schoolofstjude.co.tz/AboutUs/WhoAreWe/tabid/71/Default.aspx (Accessed 2008)

Original source: Covey, S. et al. First Things First

Every effort has been made to contact copyright holders. If any have been inadvertently overlooked the publishers will be pleased to make the necessary arrangements at the first opportunity.

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Section 4: Ways to build on home language knowledge · Web viewSection 4: Ways to build on home language knowledge 1. Using home language to stimulate creativity 2. Bilingual approaches