STUDENT NUMBER: 51397862

ASSIGNMENT NUMBER: 2

UNIQUE NUMBER: 795320

QUESTION 1

(a) Describe in your own words the following concepts and give one example in each
i. Multicultural education – is an educational approach that encompasses ethnic
studies, multi-ethnic education and antiracist education. It also indicates a
transformation of the school environment where all groups are educationally
and academically equal. These groups include ethnic groups, woman and
learners with special needs. Example; South Africa education aspires to be
multicultural and has achieved this to some measure in some schools especially
in big urban centres.
ii. Prejudice – encompasses the unreasonable feelings, opinions or attitudes,
especially of a hostile nature, directed against a group other than your own.
Example; “I don’t like Indians because they are shrewd”
iii. Assimilation – is the willing or forcibly acceptance of the minority groups by a
dominant population in which the minority groups take over the culture of the
dominant group. Example; if a Pedi woman married a man of other origin than
her own.
(b) i. Describe any two different social groups of learners that exist in the school
where you teach or know
- Language group
- Sports group

ii. In your opinion do the groups enjoys the same quality of education?

- Most of them do enjoy the same education however, there are those who do
not and it is mostly the language part of the education. This is harder for some,
a good example would be that some do isiZulu purely because parents have
said they must do so and some do English even though they don’t like it is a
part of education, however the relationship they build within school is what
most of them enjoy.
(c) Explain how a teacher could promote prejudice reduction in multicultural
education
- Avoid grouping on the basis of gender race.
- Encourage boys and girls to participate in non-traditional activities.
- Assign leadership, responsibility and tasks equitably

Open Rubric
Question 2

(a) “South Africa does not need multicultural education” support or disagree with this
statement giving two points of argument.
- I disagree with the statement South Africa needs multicultural education to
empower previously disadvantaged social groups and to promote its agenda of
social transformation
- The need to empower all the languages that are spoken in south Africa
- There is a need for social transformation in the new south Africa
(b) Explain how the following can influence your teaching. Give one example in each
case:
i. Language
- Many teachers and learners struggle with a poor linguistic competence
ii. Family structure
- Nowadays alternative family structures are found in South Africa and the
world.
(c) Explain two ways in which you assist a new learner in adjusting to the new school
environment.
- Introduce a new learners to their fellow learners
- Seek to understand the new learner’s culture.
(d) In tests and examinations children who are English language learners (ELLS)
struggle with various instructional verbs. Create a glossary of the following
instructional verbs for ELLS:
i. Define
- The definition should ensure that the term has only one meaning and that it
cannot be confused with other terms. This often means that you will have to
read a number of definitions before arriving at a substantiated decision on the
precise meaning you will attach to the term in the relevant assignment
ii. Describe
- Give an account of the characteristics or properties of a matter in such a way
that your reader can recognise it and not confuse it with anything else. A
description tells you what something is like.
iii. Discuss
- This implies that there are various explanations of or opinions about the topic
you have to discuss. You must state what these are, and show how and why
they may correspond or differ. Discussing a topic often involves weighing up
arguments for and against it.

Question 3

(a) Distinguish between explicit and implicit facets of culture by giving example of
each facet.
- Explicit culture is easily recognisable or highly visible such as food, dress or
language. Implicit culture is discreet or hidden and involves people’s attitudes,
values and beliefs.
(b) Give two differences between Jackson and Crawley’s ready to sign cultural
contract and the co-created cultural contract
- Ready-to-sign contracts are pre-negotiated and no further negotiation is
allowed. For this person the goal may not be sign or regulate their relationship
with others. For example, certain white students may not be interested in
learning about their black teacher’s culture. They simply want the teacher to
act like a white teacher.
- Co-created cultural contract are fully negotiable and personal preference is the
only limit. This type of contract is often perceived as the best way to regulate
relationships between cultures because there is an acknowledgement
appreciation of cultural differences. Cultural differences are neither ignored
nor are they only reason for the partners in the relationship being together.
The emphasis is on mutual satisfaction rather than obligation.
(c) Define the term “social values”. Give two core values of your society.
- Social values are beliefs or ideals about how individuals ought to behave or
ought not to behave. Values are required from the social system and culture in
which you grow up. For example, since childhood you learn that you are not
allowed to sit while an older person has to stand.
(d) i. Explain the term “cultural relativism” and give an example
- cultural relativism means that the cultural practices of any group or subculture,
such as polygamy and initiation, are accepted and deserving of respect.
ii) Discuss one danger of cultural relativism in society.
- The danger is that it can lead to the promotion of undesirable cultures and the
teaching of dubious practices in society as well as a failure to distinguish
between good and evil.

Question 4

(a) Discuss how you would organise effective classroom meetings in a multicultural
school.
- Address the teacher and classmates with respect
- Don’t call other learners nicknames that are hurtful or embarrassing
- Talk in an acceptable tone in the classroom
- Refrain from moving around the room during the lesson
- Refrain from using absence language in class
- Listen quietly when another teacher presents a lesson
- Don’t make comments about other learners in a language they don’t
understand
(b) List four sources of prejudice for learners
- School
- Classmates
- Parents
- The media
(c) Explain how as a teacher would deal with the following situations:
i. Racist comments made by a learner during a class discussion.
- Provide accurate, historical context
- Explain that racism is not just done by bad people
- Show the impacts of unintended harm
- Encourage students to be brave in calling out racist behaviour
ii. Derogatory name-calling directed at learners during a class discussion.
- Encourage learners who are directly involved or who witness incidents of
name-calling to talk to you or another adult staff
- Establish safe spaces for communication and listen before responding.
iii. The existence of a statue that the majority of learners find offensive but
is part of school history.
- I will make learners understand about the statue and explain to them that it is
a part of the school

Question 5

(a) Discuss any 2 sources of conflict in a multicultural class

- Power struggles
- Poor communication
(b) Discuss the role of the following in the creation of a language-rich
environment at a multicultural school:
i. The school management team and the school governing board.
- Both bodies set the language policy of the school and through it they can
promote a language-rich environment
- They inform staff of the language diversity of the school
- They meet budgetary obligations for the promotion of a language-rich school
environment
- Their strategic planning should seek to promote a language-rich school
environment
- They are main determinants of the school ethos.
ii. The general school climate or ethos
- The school ethos should promote multilingualism through a multilingual print
environment.
- The school climate should allow learners who are mother tongue speakers of
the dominant language to learn other languages spoken at school
- It should inspire respect for all languages at the school
- The ethos should affirm and safeguard the status of minority languages and
their speakers
(c) Give one example of each of the following:
i. One way communication
- A letter from school addressed to a parent
ii. Non-verbal communication
- Facial expression
iii. Miscommunication
- A teacher who request for four pages in an essay and the student write one and
half page

References
Eth305v tutorial letter 101 and study guide
Multicultural education: manual for south African teacher.2 nd edition (2012)
https:// theconversation.com
https://www adl.org>resource