1. Discuss the importance of students learning a language in grades Three and Two.
1.1 Your discussion should outline the language learning process from OBE to CAPS. Also include the information from the researchers. Include in text references
In grades Three and Two, it is crucial for students to start learning a language for several reasons. Learning an additional language at a young age has numerous benefits, such as improving cognitive abilities, enhancing communication skills, and increasing cultural awareness. In South Africa, the language learning process has evolved from the Outcomes-Based Education (OBE) approach to the Curriculum Assessment Policy Statements (CAPS) framework.
According to research by Cummins (1991), language learning at a young age can significantly impact cognitive development, as children are able to acquire language skills more easily and efficiently during their formative years. Additionally, learning a second language has been shown to improve problem-solving skills and enhance critical thinking abilities.
The OBE approach focused on setting specific outcomes for language learning, such as proficiency levels and language acquisition goals. However, the limitations of OBE led to the implementation of the CAPS framework, which emphasizes a more holistic approach to language learning. CAPS integrates language skills development with content knowledge and critical thinking, ensuring that students are able to apply their language skills in real-world contexts.
Overall, the importance of students learning a language in grades Three and Two cannot be overstated. By starting language learning at a young age, students are able to develop crucial communication skills, broaden their cultural horizons, and enhance their cognitive abilities. The transition from OBE to CAPS has further enriched the language learning process, ensuring that students are well-equipped to engage with language in a meaningful and comprehensive way.
References:
Cummins, J. (1991). Language development and academic learning. In S. Erikson & J. Oiler (Eds.), Literacy, language, and learning: The nature and consequence of reading and writing. London: Pearson.