In South Africa, most children are required to learn a second language (called the First Additional Language – FAL) at Foundation Phase level (Grades 1-3).
For the vast majority of non-English HL speakers in our multilingual society, that FAL is English as from Grade 4, English becomes the Language of Learning and Teaching (LOLT). The National Curriculum Statement (NCS)’s Curriculum and Assessment Policy Statement (CAPS) for Foundation Phase English FAL concedes that “this (transition) will require high levels of literacy, and especially a wide vocabulary, in English”.
How difficult this goal may prove to achieve is illustrated by the fact that almost three quarters of South Africa’s ‘emergent literacy’ learners cannot read for meaning in their HL by the end of Foundation Phase (PIRLS1 2016). For these learners, a further challenge may be the phasing in of the Incremental Implementation of African Languages (IIAL) policy, which – apart from HL and LOLT – involves learning an additional African language at the same time.
The curriculum states unequivocally that “the main reason that children are unable to comprehend text is that their language skills are weak. They lack sufficient vocabulary and grammar to make sense of what they read.” Although there are many schools of thought around the most effective way of acquiring a new language2, one of the non-negotiables is a critical mass of vocabulary.
Language experts in collaboration with experienced teachers have calculated that one needs to know approximately 3000 of the most frequently used words in a target language in order to speak and understand it at a basic level – see for example the Oxford 3000 list3. (For children who surpass the 3000-word mark ahead of their milestones, there is an Oxford 5000 list4.)
Also widely available on the internet are lists of the first 100/200/300 etc. high-frequency words, which unpack vocabulary in digestible chunks for beginners. See for example The Children’s Printed Word Database project, as referenced in the CAPS Curriculum Statement for Foundation Phase English FAL5.
“Themes … not only assist with vocabulary building, but also with deepening comprehension as a word is seen in context”
The curriculum specifies that vocabulary should come from the environment familiar to the child “to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives”, and should be grouped in themes, which not only assist with vocabulary building, but also with deepening comprehension as a word is seen in context.
The curriculum recommends selecting four themes per term in order to “introduce new words” and “recycle vocabulary and language structures in meaningful contexts” – in other words, for children to become actively and critically literate and not merely learn to parrot sounds by rote.
It also stipulates “daily and once/twice weekly focused listening/speaking activities built around themes”, adding that the themes should offer lots of opportunities for teaching language in context. Some of the theme or topic suggestions are (my) body, clothes, colours, numbers, food, animals, my family, growing things, the weather, simple greetings and farewells. It notes that the suggested themes/topics are simply suggestions, and that teachers should choose their own appropriate themes depending on their context and the resources available – within must-have categories such as Life Skills and Maths.
The curriculum explains that in Grade 1, children should listen and then speak in their FAL, while in Grade 2 and 3 they should increasingly read and write in their new language. Keeping personal dictionaries (vocabulary books) and using children’s illustrated dictionaries (both monolingual and bilingual) are recommended to support Foundation Phase learners in their journey to literacy.
What to look for in a first children’s dictionary
- As mentioned above, one of the surest ways not only to build up vocabulary quickly but also to promote comprehension is the themed approach, as advocated by the curriculum. Therefore, when buying your ‘emergent literate’ child their first dictionary, look out for an illustrated children’s dictionary where basic vocabulary is grouped in themes set in familiar environments that are meaningful to the child.
- It should also offer lots of opportunities for asking questions, telling and listening to stories, playing language games, acting out scenarios and practising conversations, and allow for moving on to reading and writing activities as the child’s vocabulary, comprehension and grasp of grammar increase.
- If your child is learning an additional language, research has shown that a bilingual dictionary is best for promoting comprehension of the target language vocabulary. Once they are proficient in their additional language, they will be ready to move on to a monolingual dictionary.
THE BRAND-NEW SECOND EDITION of the hugely popular Oxford First Bilingual Dictionary, now available in English + isiZulu/isiXhosa/Afrikaans/Sesotho sa Leboa/Setswana/Sesotho, is carefully orchestrated to link with the curriculum but go beyond. It places an indispensable tool in the hands of the teacher or parent.
Themed double-page spreads supply the basic high-frequency vocabulary children need to get talking while the rich, full-colour illustrations offer further opportunities for vocabulary development, storytelling and language games.
Relatable topics and a cast of lovable characters keep children interested while sentence modelling and read-aloud stories that link with the themed illustration pages build self-confidence in speaking their additional language.
Teachers and parents will harvest a host of teaching opportunities from the pages of the Oxford First Bilingual Dictionary (2nd edition). Whether they use the themed illustration pages to build extra vocabulary, play language games or tell stories, or rewrite the vocabulary on flash cards to label objects for environmental print and incidental learning, practise reading sight words or hold a spelling quiz – all recommended by the curriculum – the possibilities are endless.
Children will enjoy hours of fun and games that make learning a new language child’s play.
The Oxford First Bilingual Dictionary 2nd editions are available from www.oxford.co.za at a RRP of R149,95 each.
1Progress in International Reading Literacy Study
2See “Teaching your pre-schooler how to read” at https://blog.oxford.co.za/category/dictionaries/
3Download the Oxford 3000 list at https://www.oxfordlearnersdictionaries.com/external/pdf/wordlists/oxford-3000-5000/The_Oxford_3000.pdf
4Download the Oxford 5000 list at https://www.oxfordlearnersdictionaries.com/external/pdf/wordlists/oxford-3000-5000/The_Oxford_5000.pdf
5Consult the National Curriculum Statement (CAPS curriculum) for Foundation Phase English FAL at https://www.education.gov.za/Portals/0/CD/National%20Curriculum%20Statements%20and%20Vocational/CAPS%20ENGLISH%20FAL%20GR%201-3%20FS.pdf?ver=2015-01-27-155321-957
Katika Afrika Kusini, watoto wengi wanahitajika kujifunza lugha ya pili (inaitwa Lugha ya Kwanza ya Ziada <unk> FAL) katika ngazi ya Awamu ya Msingi (Grades 1-3). Kwa wale ambao wanazungumza lugha ya Kiingereza, lugha ya msingi ni Kiingereza, na lugha ya msingi ni Kiingereza, ambayo ni lugha ya kujifunza na kufundisha. "Kulingana na taarifa ya National Curriculum Statement (NCS) ya Mafunzo na Uhakiki wa Sera ya Mafunzo (CAPS) kwa Fasi ya Msingi ya Kiingereza (FAL), ""hizi (mabadiliko) zitahitaji viwango vya juu vya kusoma na kuandika, na hasa msamiati mpana, katika Kiingereza.""" "Kama ilivyoelezwa katika ripoti ya ""Utafiti wa Uandishi wa Afrika Kusini,"" karibu robo tatu ya wanafunzi wa Afrika Kusini hawawezi kusoma kwa maana katika HL yao mwishoni mwa awamu ya msingi (PIRLS1 2016)." Kwa wanafunzi hawa, changamoto nyingine inaweza kuwa hatua kwa hatua katika ya Incremental Utekelezaji wa Lugha za Afrika (IIAL) sera, ambayo - mbali na HL na LOLT - inahusisha kujifunza lugha ya ziada ya Afrika wakati huo huo. Mpango wa masomo unasema waziwazi kwamba <unk>sababu kuu ambayo watoto hawawezi kuelewa maandishi ni kwamba ujuzi wao wa lugha ni dhaifu. "Wanajua pia lugha na sarufi ya lugha, na kwa hivyo wanaelewa vizuri kile wanachosoma. ""Ijapokuwa kuna shule nyingi za mawazo kuhusu njia bora ya kupata lugha mpya, moja ya mambo ambayo hayawezi kujadiliwa ni wingi muhimu wa msamiati." Wataalamu wa lugha, kwa kushirikiana na walimu wenye uzoefu, wamehesabu kwamba mtu anahitaji kujua karibu maneno 3000 ya mara kwa mara katika lugha ya lengo ili kuzungumza na kuelewa kwa kiwango cha msingi - angalia kwa mfano orodha ya Oxford 3000. Kwa watoto ambao wanafikia alama ya maneno 3000, kuna orodha ya Oxford 5000. Pia, kuna orodha ya watu 100 na 300 wa kwanza. Maneno ya mara kwa mara, ambayo unpack msamiati katika vipande digestible kwa ajili ya wapya. Kwa mfano, angalia mradi wa The Children's Printed Word Database, kama inavyotajwa katika Taarifa ya Mtaala wa CAPS kwa Awamu ya Msingi ya Kiingereza FAL5. "Mitu... si tu kusaidia na ujenzi wa msamiati, lakini pia na kina uelewa kama neno ni kuonekana katika muktadha. ""Mtaala maalum kwamba msamiati inapaswa kuja kutoka mazingira ya ukoo kwa mtoto ""kuhakikisha kwamba watoto kupata na kutumia maarifa na ujuzi katika njia ambazo ni muhimu kwa maisha yao wenyewe. ""Na inapaswa kuwa makundi katika mandhari, ambayo si tu kusaidia na ujenzi msamiati, lakini pia na kina uelewa kama neno ni kuonekana katika muktadha." Mpango wa masomo unapendekeza kuchagua mandhari nne kwa muhula ili "kuanzisha maneno mapya" na "kurudisha vocabulary na miundo ya lugha katika muktadha wenye maana" - kwa maneno mengine, kwa watoto kuwa na ujuzi wa kusoma na kuandika na sio tu kujifunza kurudia sauti kwa kumbukumbu. Pia inataja <unk> kila siku na mara moja au mara mbili kwa wiki ililenga kusikiliza <unk> kuzungumza shughuli kujengwa kuzunguka mandhari <unk>, akiongeza kwamba mandhari inapaswa kutoa mengi ya fursa kwa ajili ya kufundisha lugha katika muktadha. Baadhi ya mada au mada mapendekezo ni (mwili wangu), nguo, rangi, namba, chakula, wanyama, familia yangu, kukua mambo, hali ya hewa, salamu rahisi na kwaheri. Inabainisha kwamba mandhari zilizopendekezwa ni mapendekezo tu, na kwamba walimu wanapaswa kuchagua mandhari zao wenyewe zinazofaa kulingana na muktadha wao na rasilimali zinazopatikana <unk> ndani ya makundi ya lazima kama vile Ujuzi wa Maisha na Hisabati. Kwa mujibu wa mpango wa masomo, katika darasa la kwanza, watoto wanapaswa kusikiliza na kisha kuzungumza katika lugha yao ya asili, wakati katika darasa la pili na la tatu wanapaswa kusoma na kuandika zaidi katika lugha yao mpya. Kuhifadhi kamusi za kibinafsi (vitabu vya msamiati) na kutumia kamusi za watoto zilizo na picha (za lugha moja na mbili) zinapendekezwa kusaidia wanafunzi wa Awamu ya Msingi katika safari yao ya kusoma na kuandika. Nini kuangalia kwa katika kamusi ya kwanza ya watoto - Kama ilivyoelezwa hapo juu, moja ya njia ya uhakika si tu kujenga msamiati haraka lakini pia kukuza uelewa ni mbinu themed, kama kutetezwa na mtaala. Kwa hiyo, wakati wa kununua mtoto wako 'emerging literacy' kamusi yao ya kwanza, kuangalia nje kwa ajili ya kamusi ya watoto picha ambapo msamiati wa msingi ni makundi katika mandhari kuweka katika mazingira ya kawaida ambayo ni muhimu kwa mtoto. - Inapaswa pia kutoa fursa nyingi za kuuliza maswali, kuelezea na kusikiliza hadithi, kucheza michezo ya lugha, kuigiza matukio na kufanya mazoezi ya mazungumzo, na kuruhusu kuendelea na shughuli za kusoma na kuandika kama msamiati wa mtoto, uelewa na ufahamu wa sarufi kuongezeka. Ikiwa mtoto wako anajifunza lugha ya ziada, utafiti umeonyesha kwamba kamusi ya lugha mbili ni bora kwa kukuza uelewa wa msamiati wa lugha ya lengo. Mara tu wanapokuwa na ustadi katika lugha yao ya ziada, watakuwa tayari kuendelea na kamusi ya lugha moja. Toleo la pili la Oxford First Bilingual Dictionary, sasa linapatikana katika Kiingereza, Kiswahili, Kiswahili, Kiswahili, Kiswahili, Kiswahili, Kiswahili, Kiswahili, Kiswahili, Kiswahili, Kiswahili, Kiswahili, Kiswahili, Kiswahili, Kiswahili, Kiswahili, Kiswahili, Kiswahili, Kiswahili, Kiswahili, Kiswahili, Kiswahili, Kiswahili, Kiswahili, Kiswahili, Kiswahili, Kiswahili, Kiswahili, Kiswahili, Kiswahili, Kiswahili, Kiswahili, Kiswahili. Ni chombo muhimu sana katika mikono ya mwalimu au mzazi. Vipande vya kurasa mbili vinavyopangwa kwa mandhari hutoa msamiati wa msingi wa mzunguko wa juu ambao watoto wanahitaji kuzungumza wakati picha zenye rangi kamili hutoa fursa zaidi za maendeleo ya msamiati, hadithi na michezo ya lugha. Mada zinazohusiana na wimbo na wahusika wa kupendeza huwafanya watoto wavutiwe wakati mfano wa sentensi na hadithi za kusoma kwa sauti ambazo zinaunganisha na kurasa za picha za mandhari hujenga kujiamini katika kuzungumza lugha yao ya ziada. "Mwalimu na mzazi wanaweza kupata fursa nyingi za kufundisha kutoka kwa kurasa za Kamusi ya Kwanza ya Lugha mbili ya Oxford (Toleo la Pili).""" Kama wao kutumia themed picha kurasa kujenga ziada msamiati, kucheza michezo ya lugha au kuwaambia hadithi, au kuandika tena msamiati juu ya kadi flash kwa ajili ya vitu kwa ajili ya uchapishaji mazingira na kujifunza incidental, mazoezi ya kusoma sight maneno au kushikilia spelling mtihani - wote ilipendekezwa na mtaala - uwezekano ni kutokuwa na mwisho. Watoto watafurahia saa za furaha na michezo ambayo hufanya kujifunza lugha mpya mchezo wa mtoto. Kamusi ya kwanza ya lugha mbili ya Oxford inapatikana kwenye tovuti ya Oxford.co.za kwa RRP ya R149.95 kila moja. "Kama ""Mafunzo ya Kiingereza"" katika Oxford Dictionary, ""Mafunzo ya Kiingereza"" katika Oxford Dictionary, ""Mafunzo ya Kiingereza"" katika Oxford Dictionary, ""Mafunzo ya Kiingereza"" katika Oxford Dictionary, ""Mafunzo ya Kiingereza"" katika Oxford Dictionary, na ""Mafunzo ya Kiingereza"" katika Oxford Dictionary."