Multicultural Education Module Overview

ETH305V/101/3/2014
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Tutorial letter 101/3/2014

MULTICULTURAL EDUCATION

ETH305V

Department of Educational Foundations

Semesters 1 and 2

IMPORTANT INFORMATION
This tutorial letter contains important information regarding
the module.

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CONTENTS

Pages
1 INTRODUCTION AND WELCOME ................................................................................................ 3
2 PURPOSE OF AND OUTCOMES FOR THE MODULE ................................................................. 4
3 LECTURER AND CONTACT DETAILS .......................................................................................... 5
4 MODULE RELATED RESOURCES ............................................................................................... 6
5 STUDENT SUPPORT SERVICES FOR THE MODULE ................................................................ 7
6 MODULE SPECIFIC STUDY PLAN ............................................................................................... 9
7 MODULE PRACTICAL WORK AND WORK INTEGRATED LEARNING ....................................... 9
8 ASSESSMENT ............................................................................................................................... 9
9 EXAMINATIONS ........................................................................................................................... 11
10 OTHER ASSESSMENT METHODS ............................................................................................. 12
11 FREQUENTLY ASKED QUESTIONS .......................................................................................... 12
12 ASSIGNMENTS AND QUALITY CONTROL QUESTIONNAIRE ................................................. 13

ETH305V/101

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1 INTRODUCTION AND WELCOME

Dear Student

We are pleased to welcome you to this module and hope that you will find it both interesting and rewarding.
We will do our best to make your study of this module successful. You will be well on your way to success if
you start studying early in the semester and resolve to do the assignment(s) properly. You will receive a
number of tutorial letters during the semester. A tutorial letter is our way of communicating with you about
teaching, learning and assessment.

This tutorial letter contains important information about the scheme of work, resources and assignments for
this module. We urge you to read it carefully and to keep it at hand when working through the study
material, preparing the assignment(s), preparing for the examination and addressing questions to your
lecturers. Please read Tutorial Letter 301 in combinations with this tutorial letter as it gives you an idea of
generally important information when studying at a distance and within a particular College.

In this tutorial letter (101), you will find the assignments and assessment criteria as well as instructions on
the preparation and submission of the assignments. It also provides all the information you need with
regard to the prescribed study material and other resources and how to obtain them. Please study this
information carefully and make sure that you obtain the prescribed material as soon as possible.

We have also included certain general and administrative information about this module. Please study this
section of the tutorial letter carefully.

Right from the start we would like to point out that you must read all the tutorial letters you receive during
the semester immediately and carefully, as they always contain important and, sometimes, urgent
information. We hope that you will enjoy this module and wish you all the best!

1.1 Tutorial matter

Some of this tutorial matter may not be available when you register. Tutorial matter that is not available
when you register, will be posted to you as soon as possible. The study material will also be available on
myUnisa.

1.2 Inventory letter

You should have received an inventory letter indicating what you have received in your study package and
also indicating items that are still outstanding. Also consult the brochure entitled my Studies @ Unisa.
Check the study material that you have received against the inventory letter. You should have received all
the items listed in the letter, unless there is a statement like out of stock or not available. If any item is
missing, follow the instructions on the back of the inventory letter without delay.

PLEASE NOTE: Your lecturers cannot help you with outstanding study material.
Email: despatch@unisa.ac.za

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The Department of Despatch have to supply you with the following study material for this module:

Study guide
Tutorial letters 101 and 301 at registration and other tutorial matter later

Apart from tutorial letters 101 and 301, you will also receive other tutorial letters during the semester. These
tutorial letters will not necessarily be available at the time of registration, but will be dispatched to you as
soon as they are available or needed (for instance, for feedback on assignments.

If you have access to the internet, you can view the study guides and tutorial letters for the modules for
which you are registered on the universitys online campus, myunisa, at http://my.unisa.ac.za.

If you do not have a computer we advise you to acquire one and get connected to the internet.
Important information is posted on myUnisa. This information in hard copy sometimes never
reaches students or is not in time for examination preparation.

2 PURPOSE OF AND OUTCOMES FOR THE MODULE

2.1 Purpose

Purpose: To gain insight into the theoretical and practical aspects of multicultural education, introduction,
current themes in multicultural education, multicultural methodology, and managing multicultural
schools and classrooms

The following themes will be discussed in the study guide and prescribed book.

Theory of multicultural education
Critical issues in multicultural education
Multicultural teaching methods
Managing multicultural schools and classes

2.2 Outcomes of the module

Outcomes for each chapter in the study guide and prescribed book were also formulated. From these
themes, particular outcomes for the module are formulated and registered with the South African
Qualifications Authority (SAQA).

Learning outcome 1a:

Learners obtain knowledge regarding the theoretical background of multicultural education and its influence
on practical situations.

Learning outcome 1b:

Learners have an understanding of how the international and South African society have changed and
developed.

ETH305V/101

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Learning outcome 2:

Learners have a critical understanding of burning issues like anti-racist education, language diversity,
human rights education, gender and social class issues, values in education and education equality.

Learning outcome 3:

Learners can use multicultural teaching methods effectively.

Learning outcome 4:

Learners can demonstrate knowledge and skills regarding the management of multicultural schools and
classes.

By the time you have completed this module at the end of the semester, you should have achieved all
these outcomes.

3 LECTURER AND CONTACT DETAILS

3.1 Lecturer

The lecturer responsible for this module is as follows:

Mr MJ Masenya
PO Box 392
UNISA
0003
Cell: 082 923 8422
E-mail: masenmj1@unisa.ac.za

All queries that are not of a purely administrative nature but are about the content of this module should
be directed to the lecturer responsible for the module. Please have your study material with you when you
contact your lecturer. Email and telephone numbers are included above but you might also want to write to
your lecturer. See address above.

PLEASE NOTE: Letters to lecturers may not be enclosed with or inserted into assignments

3.2 Department

The module ETH305V is offered by the Department of Educational Foundations. The Department is
therefore partly responsible for the degree BEd (Intermediate and Senior Phase) and BEd (Intermediate
Phase and FET).

PO Box 392
UNISA
0003

Tel: 012 429 6009

3.3 University

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If you need to contact the University about matters not related to the content of this module, please consult
the publication my Studies @ Unisa, which you received with your study material. This brochure contains
information on how to contact the University (e.g. to whom you can write for different queries, important
telephone and fax numbers, addresses and details of the times certain facilities are open). Always have
your student number at hand when you contact the University.

However, due to the closure of the Unisa Contact Centre, you can contact the university by using the
following modes of communication:
Unisa website (http://www.unisa.ac.za & http://mobi.unisa.ac.za)
All study-related information is now available on the new Unisa corporate website in both web and
mobi formats.

myUnisa (https://my.unisa.ac.za/portal & https://my.unisa.ac.za/portal/pda)
Students can access their own information via the myUnisa website or mobi site.

E-mail (info@unisa.ac.za)
Students may send an e-mail to info@unisa.ac.za for information about Unisa.

SMS (32695 - only for students in South Africa)
Students may send an SMS to 32695 for more information on how to contact Unisa via SMS. The
sender will receive an automatic SMS response indicating the various SMS options. The cost to the
student per SMS is R1,00.

4 MODULE RELATED RESOURCES

4.1 Prescribed books

Your prescribed textbook for this module for this semester is:

Lemmer, EM, Meier, C & Van Wyk, NJ. 2012. Multicultural education: A manual for the South
African teacher. Second edition. Pretoria: Van Schaik.

It is essential to have this book, since it is an important source required for answering Assignments
01, 02 and 03.

Please be aware that the 1993 and 2006 edition of this book cannot be used to complete the assignment
and prepare for the examination.

Please consult the list of official booksellers and their addresses listed in my Studies @ Unisa

Students who have difficulty obtaining the prescribed book may do the following:
- Consult wvogel@vanschaiknet.com
- Consult www.kalahari.net
- Consult orders@onthedot.co.za

4.2 Recommended books

These books provide additional information not found in the prescribed book and thus give you deeper
insight into the module. A limited number of copies is available in the Library. Consult the publication my
Studies @ Unisa in this regard.

ETH305V/101

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It is not compulsory to purchase the recommended books.

Request your recommended books well in advance. There is usually a waiting list towards the
closing date of your assignments.

A list of the recommended titles also appears at the end of this tutorial letter. Each title has been allocated
a book number which you should supply on the request card when requesting books from the library.
Recommended books may also be requested telephonically from the main library in Pretoria by supplying
the book numbers and your student number.

4.3 Electronic Reserves (e-Reserves)

No electronic reserves are used for this module.

5 STUDENT SUPPORT SERVICES FOR THE MODULE

For information on the various student support systems and services available at Unisa (e.g.student
counselling, tutorial classes, language support), please consult the publication my Studies @ Unisa, which
you received with your study material.

5.1 Contact with fellow students

5.1.1 Study groups

It is advisable to have contact with fellow students. One way to do this is to form study groups. The
addresses of students in your area may be obtained from the following department:

Directorate: Student Administration and Registration
PO Box 392
UNISA
0003

5.1.2 myUnisa

If you have access to a computer that is linked to the internet, you can quickly access resources and
information at the University. The myUnisa learning management system is Unisa's online campus that will
help you to communicate with your lecturers, with other students and with the administrative departments of
Unisa all through the computer and the internet.

To go to the myUnisa website, start at the main Unisa website, http://www.unisa.ac.za, and then click on
the Login to myUnisa link on the right-hand side of the screen. This should take you to the myUnisa
website. You can also go there directly by typing in http://my.unisa.ac.za.

Please consult the publication my Studies @ Unisa, which you received with your study material, for more
information on myUnisa.
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5.1.3 Discussion classes

No discussion classes will be presented.

5.1.4 Tutorials

At the moment, we offer face-to-face tutorials at regional learning centres across South Africa. A tutor can
assist you to understand your study material, approach your assignments correctly, offer you more
opportunities for practicing skills, and so on. We would like to start offering this service online for students
who choose this option. We would also like start offering a tutor connection to students who have no
access to our learning centres or the Internet, so that they at least have someone who can help them on
request.

A tutorial is a regular meeting of students under the leadership of a tutor. The tutor leads you through
aspects of the study material with which you are experiencing difficulties.
NB: Please refer to:

Tutorial Letter ETHPSTH/301 for more detailed information.
The link https://my.unisa.ac.za for tutorials available at UNISA Learning Centres
throughout the country - click on the link.

5.1.5 Video-conferencing

UNISA is currently providing tutorials by means of video-conferencing at some of its learning centres. This
mode of delivery will be used as and when necessary.

Video-conferences:

provide live tutorial support for learners who live in remote areas (where the facilities are
available)

is a viable technology for providing quality tutorial support while reducing costs; research has
shown that there is no significant difference between the result obtained by distance learners
and those obtained by students who have been taught in a traditional face-to-face environment

5.1.6 Tutors

Tutors employed in this programme are all professional people who have extensive practical and
theoretical knowledge of the course(s) in which they conduct tutorials. They are appointed by UNISA
Academic Departments in collaboration with the Department of Tutorial Services, Discussion Classes and
Work-Integrated Learning (TSDL).

Please refer to Tutorial Letter ETHPSTH/301 for detailed information regarding:

the role of a tutor in a tutorial
the role of learners in tutorials

ETH305V/101

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6 MODULE SPECIFIC STUDY PLAN

Use your my Studies @ Unisa brochure for general time management and planning skills.

7 MODULE PRACTICAL WORK AND WORK INTEGRATED LEARNING

This module will assist you in the planning of your practice lessons on multicultural education if you need to
plan such lessons.

8 ASSESSMENT

8.1 Assessment plan

Assignments are seen as part of the learning material for this module. As you do the assignment, study the
reading texts, consult other resources, discuss the work with fellow students or tutors or do research, you
are actively engaged in learning. Looking at the assessment criteria given for each assignment will help you
to understand what is required of you more clearly.

In some cases, additional assessment might be available on the myUnisa site for your module. For
students attending tutorial sessions, tutors may also set additional tasks and give feedback in class.

The summary of semester mark and the examination mark is as follows:

Assignments= 20 % [Assignments 01 (6%); 02 (10%); 03 (4%) = 20 % ]
Examination mark= 80
Final mark= 100

You will notice that all three (3) of your assignments contribute to your year mark. Please make sure that
your assignments reach the university well before the due date.

Please note: Although students may work together when preparing assignments, each student must write
and submit his or her own individual assignment. In other words, you must submit your own ideas in your
own words, sometimes interspersing relevant short quotations that are properly referenced. It is
unacceptable for students to submit identical assignments on the basis that they worked together. That is
copying (a form of plagiarism) and none of these assignments will be marked. Furthermore, you may be
penalised or subjected to disciplinary proceedings by the university.

You will receive the correct answers automatically for multiple-choice questions. For written assignments,
markers will comment constructively on your work. However, feedback on compulsory assignments will be
sent to all students registered for this module in a follow-up tutorial letter, and not only to those students
who submitted the assignments. The tutorial letter number will be 201, 202, etc.

As soon as you have received the feedback, please check your answers. The assignments and the
feedback on these assignments constitute an important part of your learning and should help you to be
better prepared for the next assignment and the examination.

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8.2 General assignment numbers

Assignments are numbered consecutively per module, starting from 01. This module requires 4
assignments which have to be submitted for the semester. You are compelled to number the assignments
as stated in the table below. Incorrect numbering will result in assignments being delayed and maybe lost
in the system.

8.2.1 Unique assignment numbers

Unique assignment numbers have to be used for multiple choices as well as for written assignments.
Please use the numbers given in the table below.

8.2.2 Due dates of assignments

The due dates for assignments are as follows:

Semester 1

Due date

Nature of assignment

Semester
mark (20%)

Assignment 01
Unique number: 809810

5 March

Active student :
Exam admission
Multiple choice
Compulsory

6%

Assignment 02

25 March

Short questions &
paragraphs
Compulsory

10%

Assignment 03

15 April

Self evaluation
Compulsory

4%

Semester 2

Due date

Active student :
compulsory

Semester
Mark

Assignment 01

5 August

Active student:
Exam admission
Multiple choice
Compulsory

6 %

Assignment 02

25 August

Short questions &
paragraphs
Compulsory

10%

Assignment 03

15 September

Self evaluation
Compulsory

4%

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8.3 Submission of assignments

PLEASE NOTE: Enquiries about assignments (e.g. whether or not the University has received your
assignment or the date on which an assignment was returned to you) must be directed to the my Studies @
Unisa (international calls) (also see Section 3 above).

You might also find information on myUnisa. To go to the myUnisa website, start at the main Unisa website,
http://www.unisa.ac.za, and then click on the login to myUnisa link under the myUnisa heading on the
screen. This should take you to the myUnisa website. You can also go there directly by typing in
http://my.unisa.ac.za.

Assignments should be addressed to:
The Registrar
PO Box 392
UNISA
0003

You may submit written assignments and assignments done on mark-reading sheets either by post or
electronically via myUnisa. Assignments may not be submitted by fax or email. For detailed information
and requirements as far as assignments are concerned, see the brochure my Studies @ Unisa, which you
received with your study material.

To submit an assignment via myUnisa:

Go to myUnisa.
Log in with your student number and password.
Select the module.
Click on assignments in the menu on the left.
Click on the assignment number you want to submit
Follow the instructions on the screen.

8.4 Assignments

Assignment 01; 02 and 03 are compulsory. Please complete them and submit them as required. All the
assignments have been added to the end of this tutorial letter.

9 EXAMINATIONS

Use your my Studies @ Unisa brochure for general examination guidelines and examination preparation
guidelines.

Examination admission

The Department of Education requires the university to prove that a student was active during the period
of tuition before the student will be subsidised by the Department of Education. Senate has approved that
the submission of a compulsory assignment will be used to prove activity and also that students will be
admitted to the examination by submitting the assignment. The credit system has been abolished and
examination admission is solely dependent on submission of Assignment 01 irrespective of the mark you
obtain and whether you have passed or failed. However, should you fail this assignment it will influence
your year mark. Admission to the examination is administered by the Examination Section and not your
lecturers. Please study my Studies @ Unisa and contact the Examination Section should you have a
problem with admission to the examination. Applications for rechecking or remarking should also be
submitted to the Examination Section.

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How will this work in practice?

In terms of Unisas assessment policy, a sub-minimum of 40% in the written component(s) of the
examination is required. The final mark of a student is a combination of the year mark and the
examination mark but in the case where a student does not obtain the required sub-minimum of 40% in
the examination, the year mark does not count. In such case, the final mark is the mark obtained in the
examination. If you have 100% for your year mark but obtain 37% in the examination, your final mark will
be 37%. Should you obtain 40% or more in the examination, the year mark will contribute 10% and the
examination mark 90% to your final mark. The year mark is not taken into account for the supplementary
examination.

Examination period

This module is offered in a semester period of 15 weeks. This means that if you are registered for the first
semester, you will write the examination in May/June 2014 and the supplementary examination will be
written in October/November 2014. If you are registered for the second semester, you will write the
examination in October/November 2014 and the supplementary examination will be written in May/June
2015.

During the semester, the Examination Section will provide you with information regarding the examination
in general, examination venues, examination dates and examination times.

Examination paper format and preparation

The examination paper will count 100 marks. This mark will be calculated to a mark out of 80 and the year
mark (20 %) will be added to give a total of 100.

The examination paper consists of multiple choice and paragraph type questions. These questions are
based on the content of Assignment 01, 02 and the optional self-evaluation assignment. You have
two hours in which to answer the examination paper. You must obtain at least 50% to pass.

Previous examination papers

Previous examination papers are available to students. We advise you, however, not to focus on old
examination papers only as the content of modules and therefore examination papers changes from
year to year. You may, however, accept that the type of questions that will be asked in the examination will
be similar to those asked in the activities in your study guide and in the assignments.

10 OTHER ASSESSMENT METHODS

Assignment 03 can be seen as an additional assignment. Although it is additional, it will be worth your
while to complete and submit the assignment. It will assist you with examination preparation.

11 FREQUENTLY ASKED QUESTIONS

The my Studies @ Unisa brochure contains an A-Z guide of the most relevant study information.
ETH305V/101

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12 ASSIGNMENTS AND QUALITY CONTROL QUESTIONNAIRE

ASSIGNMENT 01 First semester

This assignment is compulsory - Active student assignment
Submission date: 5 March - NO EXTENSION
Contribution towards semester mark 6%

SOURCES:

First read the following parts and then answer the questions.
African teacher. Pretoria: Van Schaik.
Study guide for this module.

Please fill in the unique number on the mark reading sheet.

Important: The memorandum will be sent to you by mail along with your results.

1. The following is not a model of socialisation.

1) amalgamation
2) assimilation
3) racism
4) structural pluralism

2. The representation A + B + C = D is an example of:

1) assimilation
2) amalgamation
3) modified cultural pluralism
4) dynamic cultural pluralism

3. The following can be seen as educational segregation.

1) busing
2) magnet schools
3) mono-ethnic schools
4) paring

4. The term "culture" encompasses the following:

1) all visual activities
2) the result of a groups activities
3) the tradition of a group
4) the total of a groups material and nonmaterial activities
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5. The following do (does) not play a role when the term "race" is defined.

1) biological characteristics
2) genetics
3) intellectual ability
4) physical characteristics

6. Ethonocentrism develops when ...

1) individuals or groups are treated differently
2) certain groups are in the numerical minority
3) ethnic groups see themselves as superior to other groups
4) minority groups are discriminated against

7. Resistance to unequal education in South Africa reached a turning point in the

1) 1960s
2) 1970s
3) 1980s
4) 1990s

8. The National Policy for General Education Affairs Act 76 of 1984 made provision for

1) separate but equal schools
2) antiracist schools
3) monocultural schools
4) multicultural schools

9. The Amendment to the National Educational Policy promulgated on 28 June 1991 created the
following possibility (possibilities) of providing education:

2) integrated schools
4) all of the above

10. In which semester was the statutory protection of race groups repealed, after which learners
could be admitted to a school of their choice?

1) 1994
2) 1996
3) 1991
4) 1976

11. Which of the following is not a characteristic of multicultural education?

1) encourages acculturation and cultural preservation
2) requires only curriculum reform
3) encourages mutual interaction
4) acknowledges equal rights
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12. Which of the following is not a component of the communication process?

1) the sender
2) the document
3) the code
4) the message

13. Which of the following categories could be a barrier(s) to effective cross-cultural
communication?

1) physical barriers
2) psychological barriers
3) perceptual barriers
4) all of the above

14. A positive language policy should include the following people or institutions involved:

a) school governing bodies
b) parent community
c) the church
d) educators

1) a), b) and c)
2) a), b) and d)
3) a), c) and d)
4) b), c) and d)

15. Which of the following influence the learning style of a learner?

a) environmental factors
b) emotional factors
c) economic factors
d) physical factors

1) a), b) and d)
2) b), c) and d)
3) a), c) and d)
4) a), b) and c)

16. The following is characteristic of a field-dependent learner:

a) likes to work with others to achieve a common goal
b) seeks guidance from the educator
c) rarely seeks physical contact with the educator
d) shows a preference for concrete visual images

1) a), b) and c)
2) b), c) and d)
3) a), b) and d)
4) a), c) and d)
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17. The following is characteristic of a field-independent learner:

a) seeks non-social rewards
b) enjoys the discovery approach
c) is task-oriented
d) deals well with concepts in humanised or story form

1) a), b) and c)
2) a), b) and d)
3) b), c) and d)
4) a), b) and d)

18. The following is characteristic of a field-dependent educator:

a) maintains formal relationships with learners
b) expresses confidence in the learners ability to succeed
c) personalises the curriculum
d) explains clearly what learners have to achieve by the end of the lesson

1) a), b) and c)
2) a), b) and d)
3) b), c) and d)
4) a), c) and d)

19. The deficiency orientation includes the following:

a) The belief that the learner is deficient or lacking in something to achieve success.
b) The educator represents the absolute standard against which the learner is measured.
c) The educator helps learners to give positive meaning to their lives.
d) The result is a lower set of expectations of the learner.

1) a), b) and c)
2) a), b) and d)
3) b), c) and d)
4) a), c) and d)

20. The difference orientation includes the following:

a) The schools perception of the learners language is negative.
b) Differences are not wrong, but possible strengths.
c) It acknowledges the different ways of communicating.
d) It establishes effective relationships with learners.

1) a), b) and c)
2) a), c) and d)
3) b), c) and d)
4) a), b) and d)
Total: 20

Send your answers to: Assignments
PO Box 392
UNISA
0003
or submit via myUnisa

ETH305V/101

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This assignment is compulsory
Submission date: 25 March

SOURCES:

African teacher. Pretoria: Van Schaik. Modules 1, 2, 3, 4.
Study guide for this module. Units 1 and 2.
Meier, C. 2005. Addressing problems in integrated schools: student teachers perceptions
regarding viable solutions for learners academic problems. South African Journal of Education
25(3):170-177.

Please note:
The article is printed in Tutorial letter 102.
Do not submit your assignment without doing Section B.

SECTION A:

Question 1: Theoretical background

a) Describe the following concepts and give examples:

i) prejudice (3)
ii) stereotypes (3)
iii) racism (3)
iv) discrimination (3)
v) multicultural education (3)
vi) culture (3)

b) Discuss five (5) factors to illustrate the influence of culture on education. (10)

c) Answer the following questions in no more than four lines each.
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i) Is it important for teachers to study different cultures? (1)
ii) Which aspects of the learners' different cultural backgrounds should teachers know about?
iii) How does cultural knowledge about groups help teachers work more effectively in the
classroom? (2)
iv) Give examples of how variables such as race, gender and class influence the behaviour of
learners and their educational needs. (3)

Question 2: The history of multicultural education

a) What was the causative factor leading to the emergence of multicultural education
globally? (2)

b) Compare the emergence of multicultural education in the USA with the situation in South
Africa. (6)

c) Name and discuss five (5) dimensions of multicultural education. (10)

d) Name the six (6) categories of Castagnos synthesis of the different approaches to
multicultural education. (62=3)

e) Read the following and arrange them in order of priority. (1)

i) We need multicultural education in monocultural schools because:
learners have little experience of other cultures
learners should be prepared for life in a multicultural society
learners need to learn about other cultural groups
learners need to be less racist

ii) Do you think that a multicultural approach is appropriate for monocultural schools?
Motivate your answer. (2)

f) Name and discuss three (3) policy documents which outlawed discrimination in education. (6)

Question 3: Cross-cultural communication

a) Name four (4) categories of barriers to effective communication. Give two examples for
each category. (8)

b) Discuss the implications of cultural differences for the educator in the culturally diverse
classroom. (3)

b) Suggest guidelines for effective communication in the culturally diverse classroom.
(63=2)

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Question 4: Multilingual teaching

a) Who is responsible for limited English proficiency (LEP) learners in the school? (1)

b) Discuss the difference between BICS and CALP. (4)

c) Name and discuss in no more than four lines each three (3) aspects that should be
incorporated in the school policy to support LEP learners. (6)

SECTION B:

1) Read the following article:

25(3):170-177.

a) Discuss in no more than one page if you agree with the argument in the article. (7)
b) Also indicate what recommendations you could add. (3)

Please note:
Do not submit your assignment without doing section B.

Total: 100
PO Box 392
UNISA
0003


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Submission date: 15 April

This section consists of Section A - a life story and Section B - a questionnaire.

Complete the life story on a computer or assignment paper. Place it together with the
questionnaire in an assignment cover and post to the Assignment Section of Unisa. If you want
to submit the questionnaire through myUnisa you need to fill in the hard copy, scan it and paste it
in your assignment together with the life story. Alternatively, you need to post the questionnaire
as well as the life story. Do not submit the two sections separately.

Section A: Life story

Instructions:

a) Write your life story within your particular culture in no less than three pages (no maximum length
constraints) according to the following framework (see example later on).

b) Write the life story of someone that does not belong to your culture, in the same format.

Family

Who is in the family?
What is the hierarchy of authority in the family?
What are the rights of each member of the family?
What is the degree of solidarity or cohesiveness in the family?
How are problems handled in the family?
How is parental control exercised?

Roles

What roles within the group are available to whom, and how are they transmitted?
Are males and females expected to comply with specific roles in the family?
Is language use important in the definition or social marking of roles?

Discipline

Who has authority over the children?
What counts as discipline in terms of culture and what does not?
What forms of behaviour are considered socially acceptable for children of different ages and
gender?
In what manner is discipline executed physically and psychologically?

ETH305V/101

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Language and communication

Which languages are spoken?
How do people greet each other?
What forms of address are used between people in various roles?
Who may talk to whom? When? Where?
Does slang or township lingo play a big role?
What gestures or postures have special significance?
What meaning is attached to making and/or avoiding eye-contact?
What meaning is attached to touching?

Religion, norms, values and meaningful existence

What is considered sacred and what secular?
What religious roles and authority are recognised in the culture?
Explain the idea of God and the Scriptures/Koran/sangoma, and so forth.
Does prayer have a place? Where/how often do people pray?
What religious holidays are honoured? How does this conflict with mainstream society?
What are the principles (norms and values) that the culture should cherish? Give a brief explanation
of these principles.
Are the norms and values based on religion?
Have norms and values changed considerably over the semesters? What are the changes?
Are persons reprimanded for overstepping norms and values? How?
What activities would you regard as being useful to exist meaningfully?
How could educators assist in this regard?

Food

What is eaten?
What rules are observed during meals?
What social obligations are there with regard to giving and preparing food and honouring
people?
What is the family mealtime prayer, if any? What does it mean?

Traditions and customs

What holidays and celebrations are observed by the group?
What forms of art and music are most highly valued?
What media and instruments are traditionally used? Feel free to enclose photographs.

Education

What is the purpose of education?
What methods of teaching and learning are used at home?
Is it appropriate for students to ask for or volunteer information?
What constitutes a positive response by a teacher or pupil?
Do parents, teachers and pupils have different expectations of different groups?
What kind of reward system is used?

22

Lifestyle, spending of free time

Describe the kind of lifestyle adhered to in the family. For example, is it formal, authoritative,
liberal, strict, and so forth? Explain.
How do the people spend their free time indoors, outdoors, planned activities or impulsive
gatherings?
How do teenagers spend their free time discos, raves, bashes, drugs, occultism, culturally
based youth movements, sex?
What hobbies are pursued, for instance stamp collection, woodwork?
What kinds of pets are kept?

Dress

How do males and females generally dress in your culture?
What do they wear for certain functions or festivals?
Does dressing have any symbolic significance (or does it imply something special?)
What kind of dress is taboo?

Class, financial status and poverty

Give a brief description of class distinctions as they feature in your culture.
Explain why they are still being pursued or presently omitted.
Does poverty have an impact on the family? How?
Are material objects valued?
Which objects are valued?

The dynamic character of culture must to be indicated - how culture is changing: rural, urban,
Africanisation, westernisation. This is very important to sidestep stereotyping and generalisation.

ETH305V/101

23

You may choose a fictional character. Use your own gender and age to tell your story.

Example:

Introduce each section of the structure with a word in the first sentence that is printed in bold or
underlined.

I am Rachid Govender, a 15-year old teenager. In my community they expect us to belong to
the Indian culture and the Hindu faith. Today I would like to tell you more about my culture.

Let us start. My family consists of my mother, father, sister and brother. On average an Indian
family will not have more than three children. My father is the main figure of authority in the
family and every decision regarding the household is made by him. My mother also stands
under my father's authority. We are a very close family.... When problems arise in the family we
. . . . Parental control is very strict because....

The roles of people in my culture are clearly defined. The priest is considered to be the
community leader and we follow him accordingly.

........................................................................................................................................................

........................................................................................................................................................

Discipline in my culture is extremely important. My father and mother have absolute authority
over the children. Grandparents are. Mostly we are only reprimanded, my parents do not make
use of corporal punishment.
........................................................................................................................................................

........................................................................................................................................................

In our culture we speak the Hindi language. When people meet, they extend both hands and
slightly kiss the other person's hands

........................................................................................................................................................

........................................................................................................................................................

A very pertinent aspect of my culture is our religion or faith. .............................................................

You are more than welcome to add any useful and interesting facts regarding your culture.
24

SECTION B: Questionnaire

QUESTIONNAIRE

University of South Africa

in collaboration with the International Bureau of Education (UNESCO)

PLEASE READ THE FOLLOWING:

Aspects regarding the questionnaire:
This questionnaire is part of an international project about teachers
conceptions and attitudes concerning pupils from different ethnic, religious,
linguistic or cultural groups.
The information obtained will be confidential and will strictly be used for
research purposes.
Read each section carefully as the print is rather small (the questionnaire is
in total exactly the same as being used internationally).
Please encircle the number corresponding to your answer.
The groups mentioned in the questionnaire are selected according to the
specifications of the International Bureau of Education namely a majority
group and two minority groups.
Please do not confer with anybody. Your personal opinion is very
important.

ETH305V/101

25

Office use
Record no.

(1-4)
1. In your opinion, what importance should be attributed to the following objectives
in the pre-primary and primary schools of South Africa?
(Please encircle the number corresponding to your answer)
Teaching pupils:

Does not
concern the
school
Not very
important
Important Vital
to have confidence in
themselves
1 2 3 4 (5)
to be aware of their
responsibilities
1 2 3 4 (6)
to have a critical attitude 1 2 3 4 (7)
to show understanding
for others
1 2 3 4 (8)
to concentrate and be
studious
1 2 3 4 (9)
to develop their morals 1 2 3 4 (10)
to be familiar with their
own culture
1 2 3 4 (11)
to be orderly and
punctual
1 2 3 4 (12)
to form part of their
community
1 2 3 4 (13)
to learn self-control 1 2 3 4 (14)
to be interested in
different disciplines
taught at school
1 2 3 4 (15)
to weigh up their
options
1 2 3 4 (16)
to express themselves
easily
1 2 3 4 (17)
to be interested in how
things work
1 2 3 4 (18)
to be active citizens 1 2 3 4 (19)
to develop their
imagination
1 2 3 4 (20)
to obey 1 2 3 4 (21)
to appreciate the arts 1 2 3 4 (22)
to have a sense of pride 1 2 3 4 (23)
to be able to read, write
and count
1 2 3 4 (24)
to show respect for
authority
1 2 3 4 (25)
to adopt clean habits 1 2 3 4 (26)
to have self-respect 1 2 3 4 (27)
to be aware of the
difficulties facing their
country
1 2 3 4 (28)
to develop their sporting
abilities
1 2 3 4 (29)
to help each other and
to co-operate
1 2 3 4 (30)
that boys should act like
boys, and girls like
girls
1 2 3 4 (31)
26

2. (a) Do you think it is easy or difficult for these groups to achieve the following
objectives?
1 = easy
4 = difficult Black Asian White
B A W
L S H
A I I
C A T
K N E
themselves
1 2 3 4 1 2 3 4 1 2 3 4

32 59 86
responsibilities
1 2 3 4 1 2 3 4 1 2 3 4

33 60 87
to have a critical attitude 1 2 3 4 1 2 3 4
1 2 3 4 34 61 88
for others
1 2 3 4 1 2 3 4 1 2 3 4 35 62 89
studious
1 2 3 4 1 2 3 4
1 2 3 4
36 63 90
to develop their morals 1 2 3 4 1 2 3 4
1 2 3 4
37 64 91
own culture
1 2 3 4 1 2 3 4
1 2 3 4
38 65 92
to be orderly and
punctual
1 2 3 4 1 2 3 4
1 2 3 4
39 66 93
community

1 2 3 4

1 2 3 4 1 2 3 4

40 67 94
to learn self-control
1 2 3 4

1 2 3 4 1 2 3 4

41 68 95
to be interested in
taught at school

1 2 3 4

1 2 3 4

1 2 3 4

42 69 96
to weigh up their options
1 2 3 4 1 2 3 4 1 2 3 4

43 70 97
easily

1 2 3 4

1 2 3 4 1 2 3 4

44 71 98
things work

1 2 3 4

1 2 3 4 1 2 3 4

45 72 99
to be active citizens
1 2 3 4

1 2 3 4 1 2 3 4

46 73 100
to develop their
imagination

1 2 3 4 1 2 3 4 1 2 3 4

47 74 101
to obey
1 2 3 4

1 2 3 4

1 2 3 4

48 75 102
to appreciate the arts
1 2 3 4

1 2 3 4

1 2 3 4

49 76 103
to have a sense of pride
1 2 3 4

1 2 3 4 1 2 3 4

50 77 104
and count

1 2 3 4 1 2 3 4 1 2 3 4

51 78 105
to show respect for
authority

1 2 3 4

1 2 3 4 1 2 3 4

52 79 106
to adopt clean habits
1 2 3 4

1 2 3 4 1 2 3 4

53 80 107
to have self-respect
1 2 3 4

1 2 3 4 1 2 3 4

54 81 108
to be aware of the
country

1 2 3 4 1 2 3 4 1 2 3 4

55 82 109
ETH305V/101

27

abilities

1 2 3 4 1 2 3 4 1 2 3 4 56 83 110
to help each other and to
co-operate

1 2 3 4

1 2 3 4

1 2 3 4

57 84 111
boys and girls like girls

1 2 3 4

1 2 3 4

1 2 3 4

58 85 112

3. If you consider any of the objectives as stated in Question 2 difficult or very
difficult to achieve, what, in your opinion, is the cause? (Only choose three
causes for each group.)
Black Asian White

the parents socio-economic
level

01

01

01

Black

the pupils mother tongue
which is not the language of
teaching

02

02

02

113 118

lack of teaching means and
materials

03

03

03

Asian

parents expectations of the
school

04

04

04

119-124

lack of homogeneity among
pupils in the same class

05

05

05

White

the parents level of learning

06
06
06

125-130

the pupils intelligence

07

07

07

the elitist attitude of the
school

08

08

08

the number of pupils per
class

09

09

09

pupils difficulties with their
mother tongue

10

10

10

the teachers level of training
and/or qualification

11

11

11

the gulf between life at school
and life in the family
12 12 12

28

4. Place each of the following four symbols (M for yourself; B for Blacks; A for
Asians; W for Whites) once in the large square in such a way that those that you
consider similar are close together and those that you consider different are far
apart.
Yourself = M Blacks = B Asians = A Whites = W

Yourself

131-133

Blacks

134-136

Asian

137-139

White

140-142

ETH305V/101

29

5. In your opinion, could the proposals mentioned below help to overcome some of the
difficulties mentioned in Question 2?
Yes No Dont
Know

to group pupils in various classes
according to their abilities and
interests
1 2 3 143
to organize separate schools and
classes according to the pupils
mother tongue
1 2 3 144
to teach each pupil to master the
teaching language before going on
to learn other knowledge
1 2 3 145
to mix pupils from different cultures
in order to encourage exchanges
and mutual learning
1 2 3 146)
to set up supplementary courses for
pupils experiencing difficulties
1 2 3 147
to develop special training for those
teachers responsible for
multicultural classes
1 2 3 148
to reduce the number of pupils per
class so that more attention can be
paid to each child
1 2 3 149
to adapt teaching materials to the
needs of various cultural groups
1 2 3 150
to assist each linguistic, cultural,
religious, ethnic or other group in
providing its own education
1 2 3 151
to teach each pupil to be competent
in
his/her mother tongue
1 2 3 152
6. In your opinion, what are the first three main functions of a teacher? (Please tick three
boxes only.)

153-155

to transmit knowledge

1

to maintain good relations with the pupils families

2

to help pupils integrate into the society

3

to help pupils develop their skills

4

to teach pupils the rules of good behaviour

5

to help pupils learn about themselves

6

to help pupils develop their memory

7

to help pupils to be familiar with their own culture

8

to teach mathematics, the official language and national history

9

30

THANK YOU FOR YOUR COOPERATION

7 Questions about yourself.
a) Sex Male 1 Female 2 156
b) Age Semesters . . . . . . . . . . . . . . . 157-158

c) Do you belong to one of the following groups?
159

Black 1 Asian 2 White 3 Other group 4

d) What kind of contact have you had during your life with the three groups
mentioned? (Reply only for the groups to which you do not belong.)

Black Asian White B A W

no contact
1
1

1

160 166 172

I have worked with/for one or
more people from this group
1
1

1

161 167 173
I have had classmates from
this group
1
1

1

162 168 174

I have had friends or
acquaintances from this
group
1
1

1

163 169 175

I have had business contacts
with people from this group
1

1

1

164 170 176

Other types of contact
1

1

1

165 171 177

e) Why did you decide to become a teacher? Choose the three
most important reasons from the following ten proposals (i.e. circle three
numbers only).

because it is a fascinating occupation 1 178
to contribute to the development of my country 2 179
because I failed in my other studies 3 180
because I like to be amongst children 4 181
because it is a profession permitting a certain freedom 5 182
because it was the only opportunity for me to pursue my studies
6

183
because it enables me to earn my living while doing something
useful

7

184
for job security
8

185
because I was a good pupil
9

186
because I like to explain things and communicate my knowledge
10

187
because education leads to greater success in life 11 189
ETH305V/101

31

QUALITY CONTROL QUESTIONNAIRE ETH305V

Please attach this questionnaire to Assignment 03.

1 Home language: (mark which one is applicable)
African language (specify)

English

Afrikaans

European language (specify)

Other (specify)

2 Current occupation: ......................................................................................................................................
3 Age: ...............................................................................................................................................................
4 What is your opinion regarding the scope of the work covered in this module? Mark one answer on each line.

5 Which aspect(s) of the module did you find the most interesting?

6 Which aspect(s) of the module did you find the most boring?

Volume of work

Too much

Manageable

Too little

Themes covered

Too broad

Just right

Too narrow

Relevance for SA

Irrelevant

Of some relevance

Relevant

International relevance

Irrelevant

Of some relevance

Relevant
32

7 Which aspect(s) of the module frustrated you most and why?
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................

8 What was the most positive aspect(s) of the module in your opinion?
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
9 Any suggestions for improving the module:
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
10 How do you rate the tutorial letters generally? Mark one answer on each line.
Number received Too few Right number Too many
Detail Too little detail Sufficient detail Too detailed
Level of difficulty Difficult to follow Understandable Easy to follow
Standard of contents of
tutorial letters
Poor Acceptable High

11 How do you rate the study guide? Mark one answer on each line.
Standard of contents of the
study guide

12 Unisa modules are offered through e-learning. Please indicate your response to the following statements by circling the
number that corresponds closest with your opinion using the following key. Please also add supporting comments where
you feel these are necessary.
1 = Strongly disagree 2 = Disagree 3 = Agree 4 = Strongly agree
12.1 E-learning is an appropriate delivery method for teaching Multicultural Education.
1 2 3 4
Comment
....................................................................................................................................................................................
....................................................................................................................................................................................
....................................................................................................................................................................................
...............................................................................................................................
ETH305V/101

33

12.2 The technology (Internet) is efficient
1 2 3 4
Comment
...................................................................................................................................................................................................
...................................................................................................................................................................................................
.........................................................................................................................
12.3 I am well prepared and sufficiently well informed to take training using e-learning.
1 2 3 4
Comment
...................................................................................................................................................................................................
...................................................................................................................................................................................................
........................................................................................................................
12.4 What changes would you make to e- learning?
1 2 3 4
Comment
...................................................................................................................................................................................................
...................................................................................................................................................................................................
........................................................................................................................
12.5 Does e-learning offer any advantages over course learning?
1 2 3 4
Comment
...................................................................................................................................................................................................
...................................................................................................................................................................................................
........................................................................................................................
13 What is your opinion regarding the following statements. Please mark your answer with an X.
The numbers have the following meaning:

1 = Definitely disagree, 2 = Disagree, 3 = Agree, 4 = Definitely agree

34

1 2 3 4
1. I understand how my own cultural background
influences teaching.

2. I am more aware that learners from different
language backgrounds may need more time to
master academic content.

3. I strive to give boys and girls equal attention in
my classroom.

4. I believe that racial tension in a school can be
reduced if the school adopts a multicultural
approach.

5 I believe we learn greater respect for others who
are different from us if we appreciate their
cultural heritage.

6 I am more aware of the role that is played by
non-verbal communication when I am teaching.

7 I am careful to express high expectations of all
learners.

8 When I identify stereotypes in teaching materials,
I use this as an opportunity to teach my learners
about tolerance and respect.

9 I have learned to include the perspectives of
different cultural groups in my lessons.

10 I give learners who are not proficient in English
additional help to learn the terminology required
by a subject or learning area.

11 I spend time teaching the learners how to follow
different kinds of instructions used in tests and
exams.

12 I use different learning activities which allow
learners to share their cultural background with
each other.

13 My classroom rules forbid learners to use
disrespectful language towards each other.

14 I make an effort to inform parents about what
their children are learning in the curriculum.

15 I am more sensitive to the needs of parents
from different family structures and cultural
backgrounds.

16 Writing my own life story has helped me to
understand myself and my cultural background
better.

17 I am more confident to deal with racial incidents
among learners in the classroom.

18 I am able to interact effectively with colleagues
who are from a different cultural background to
my own.

19 I enjoy learning more about other cultural groups
from my learners.

20 I encourage my learners to tell me about the way
they live.

21 I have been able to implement some of the
guidelines for multicultural education in my own
classroom.

22 Adopting a multicultural approach in my
classroom has improved my teaching.

23 I have been able to share my new knowledge
about multicultural education with my colleagues.

about multicultural education with members of
the school management team.

ETH305V/101

35

25 I have implemented my new knowledge
about multicultural education in the cultural
or sporting activities in which I am
involved.

26 I realise that I still need to change some of
my teaching methods so that the needs of
all learners are met.

27 I create different learning activities to
accommodate learners with different
learning styles.

28 I make sure that I praise learners for a
specific achievement whether it is
academic or behavioural.

29 I have taken time to visit the areas in which
different groups of learners live so that I
understand more of the context of their
lives.

30 I realise all aspect of school life should be
transformed to accommodate the diverse
needs of learners.

31 I encourage learners to read books written
in their home language and in English.


33 I know that is important to listen to parents
talk about their children when they meet
with me.

34 I make sure that parents have understood
what I have said by asking them for
feedback during a parent meeting.

35 I think our school needs practical
workshops to learn about implementing
multicultural education throughout the
school.

36

ETH305V/101

37

NB: SELF-EVALUATION ASSIGNMENT (Examination Preparation)
First semester

This assignment is optional do not submit but study for the exam

SOURCES:
African teacher. Second edition. Pretoria: Van Schaik Publishers. Modules 5, 6, 7, 8.
Study guide for this module: Units 3 and 4.

Question 1: Teaching and learning styles in multicultural education

a) Name and discuss five (5) factors (in no more than five lines each) that influence the
learning environment of a learner. (15)
b) Give a definition of the concept "learning style". (2)
c) Give a definition of the concept "teaching style". (2)
d) Discuss the relationship between teaching and learning styles. (2)
e) What are the implications of diverse learning styles for teaching? (3)
f) Name six (6) guidelines for effective classroom practice for diverse learning styles. (6)
g) In your opinion, how should learners with diverse learning styles be accommodated? (3)

Question 2: Teacher expectations

a) Discuss the kinds of expectations that teachers could have of learners. (4)
b) Discuss the strategies teachers could use in the forming of expectations. (7)

Question 3: The multicultural curriculum

a) How would you go about dealing with material in the curriculum of your multicultural school
that still contains stereotypes and omissions? (5)
b) Discuss two teaching methods most suitable for a multicultural class. (6)
c) Discuss four obstacles when assessing learners by means of tests. (4)

Question 4: Discipline in multicultural education

a) Name and discuss three approaches to discipline. (6)
b) Discuss four common causes of misbehaviour. (8)
c) Discuss four methods to promote positive behaviour. (8)

Question 5: Parent involvement in multicultural education

a) For teachers to be effective multicultural teachers they need to get to know the parents.
How would you define teacher-parent involvement? (3)
b) Discuss the benefits of parent involvement. (6)
c) What do parents have to offer in the educational process? (2)
d) Should parents have a say in how the school is managed? Why? (2)
e) Name three obstacles to parent involvement from the teachers' perspective and three from
the parents' perspective. (6)

Total: 100
38

ASSIGNMENT 01 Second semester

This assignment is compulsory- Active student assignment
Submission date: 5 August - NO EXTENSION

SOURCES:

African teacher. Second edition. Pretoria: Van Schaik.
Study guide for this module.

Please fill the unique number in on the mark reading sheet.

Important: The memorandum will be sent to you by mail along with your results.

1. The following is not a model of socialisation.

1) amalgamation
2) assimilation
3) racism
4) structural pluralism

2. The representation A + B + C = D is an example of:

1) assimilation
2) amalgamation
3) modified cultural pluralism
4) dynamic cultural pluralism

3. The following can be seen as educational segregation.

1) busing
2) magnet schools
3) mono-ethnic schools
4) paring

4. The term "culture" encompasses the following:

1) all visual activities
2) the result of a groups activities
3) the tradition of a group
4) the total of a groups material and nonmaterial activities

ETH305V/101

39

5. The following do (does) not play a role when the term "race" is defined.

1) biological characteristics
2) genetics
3) intellectual ability
4) physical characteristics

6. Ethonocentrism develops when ...

1) individuals or groups are treated differently
2) certain groups are in the numerical minority
3) ethnic groups see themselves as superior to other groups
4) minority groups are discriminated against

7. Resistance to unequal education in South Africa reached a turning point in the

1) 1960s
2) 1970s
3) 1980s
4) 1990s

8. The National Policy for General Education Affairs Act 76 of 1984 made provision for

1) separate but equal schools
2) antiracist schools

9. The Amendment to the National Educational Policy promulgated on 28 June 1991 created the
following possibility (possibilities) of providing education:

2) integrated schools
4) all of the above

10. In which semester was the statutory protection of race groups repealed, after which learners
could be admitted to a school of their choice?

1) 1994
2) 1996
3) 1991
4) 1976

11. Which of the following is not a characteristic of multicultural education?
1) encourages acculturation and cultural preservation
2) requires only curriculum reform
3) encourages mutual interaction
4) acknowledges equal rights

40

12. Which of the following is not a component of the communication process?

1) the sender
2) the document
3) the code
4) the message

13. Which of the following categories could be a barrier(s) to effective cross-cultural
communication?

1) physical barriers
2) psychological barriers
3) perceptual barriers
4) all of the above

14. A positive language policy should include the following people or institutions involved:

a) school governing bodies
b) parent community
c) the church
d) educators

1) a), b) and c)
2) a), b) and d)
3) a), c) and d)
4) b), c) and d)

15. Which of the following influence the learning style of a learner?

a) environmental factors
b) emotional factors
c) economic factors
d) physical factors

1) a), b) and d)
2) b), c) and d)
3) a), c) and d)
4) a), b) and c)

16. The following is characteristic of a field-dependent learner:

a) likes to work with others to achieve a common goal
b) seeks guidance from the educator
c) rarely seeks physical contact with the educator
d) holds a preference for concrete visual images

1) a), b) and c)
2) b), c) and d)
3) a), b) and d)
4) a), c) and d)

ETH305V/101

41

17. The following is characteristic of a field-independent learner:

a) seeks non-social rewards
b) enjoys the discovery approach
c) is task-oriented
d) deals well with concepts in humanised or story form

1) a), b) and c)
2) a), b) and d)
3) b), c) and d)
4) a), b) and d)

18. The following is characteristic of a field-dependent educator:

a) maintains formal relationships with learners
b) expresses confidence in the learners ability to succeed
c) personalises the curriculum
d) explains clearly what learners have to achieve by the end of the lesson

1) a), b) and c)
2) a), b) and d)
3) b), c) and d)
4) a), c) and d)

19. The deficiency orientation includes the following:

a) The belief that the learner is deficient or lacking in something to achieve success.
b) The educator represents the absolute standard against which the learner is measured.
c) The educator helps learners to give positive meaning to their lives.
d) The result is a lower set of expectations of the learner.

1) a), b) and c)
2) a), b) and d)
3) b), c) and d)
4) a), c) and d)

20. The difference orientation includes the following:

a) The schools perception of the learners language is negative.
b) Differences are not wrong, but possible strengths.
c) It acknowledges the different ways of communicating.
d) It establishes effective relationships with learners.

1) a), b) and c)
2) a), c) and d)
3) b), c) and d)
4) a), b) and d)
Total: 20
PO Box 392
UNISA
0003
42


Submission date: 25 August

SOURCES:

Lemmer, EM, Meier, C & Van Wyk, NJ. 2012. Multicultural education: Amanual for th South
African teacher. Second edition Pretoria: Van Schaik. Modules 1, 2, 3, 4.
25(3):170-177.

Please note:

SECTION A:

Question 1: Theoretical background

a) Describe the following concepts and give examples:

i) prejudice (3)
ii) stereotypes (3)
iii) racism (3)
iv) discrimination (3)
v) multicultural education (3)
vi) culture (3)

b) Discuss five factors to illustrate the influence of culture on education. (10)

c) Answer the following questions in no more than four lines each. Refer to the recommended
book.

i) Is it important for teachers to study different cultures? (1)
ii) Which aspects of the learners' different cultural backgrounds should teachers know about?
iii) How does cultural knowledge about groups help teachers work more effectively in the
classroom? (2)
iv) Give examples of how variables such as race, gender and class influence the behaviour of
learners and their educational needs. (3)
ETH305V/101

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Question 2: The history of multicultural education

a) What was the causative factor leading to the emergence of multicultural education
globally? (2)

b) Compare the emergence of multicultural education in the USA with the situation in South
Africa. (6)

c) Name and discuss five (5) dimensions of multicultural education. (10)

d) Name the six (6) categories of Castagnos synthesis of the different approaches to
multicultural education. (62=3)

e) Read the following and arrange them in order of priority. (1)

i) We need multicultural education in monocultural schools because:

learners have little experience of other cultures
learners should be prepared for life in a multicultural society
learners need to learn about other cultural groups
learners need to be less racist

ii) Do you think that a multicultural approach is appropriate for monocultural schools?
Motivate your answer. (2)

f) Name and discuss three policy documents which outlawed discrimination in education. (6)

Question 3: Cross-cultural communication

a) Name four categories of barriers to effective communication. Give two examples for each
category. (8)

b) Discuss the implications of cultural differences for the educator in the culturally diverse
classroom. (3)

c) Suggest guidelines for effective communication in the culturally diverse classroom. (3)

Question 4: Multilingual teaching

a) Who is responsible for limited English proficiency (LEP) learners in the school? (1)

b) Discuss the difference between BICS and CALP. (4)

c) Name and discuss in no more than four lines each four aspects that should be incorporated
in the school policy to support LEP learners. (5)

44

SECTION B:

1) Read the following article:

25(3):170-177.

a) Discuss in no more than one page if you agree with the argument in the article. (7)
b) Also indicate what recommendations you could add. (3)

Please note:

Total: 100

PO Box 392
UNISA
0003



Submission date: 15 September

This section consists of Section A - a life story and Section B - a questionnaire.

Complete the life story on a computer or assignment paper. Place it together with the
questionnaire in an assignment cover and post to the Assignment Section of Unisa. If you want
to submit the questionnaire through myUnisa you need to fill in the hard copy, scan it and paste it
in your assignment together with the life story. Alternatively, you need to post the questionnaire
as well as the life story. Do not submit the two sections separately.

ETH305V/101

45

Section A: Life story

Instructions:

a) Write your life story within your particular culture in no less than three pages (no maximum length
constraints) according to the following framework (see example later on).

b) Write the life story of someone that does not belong to your culture, in the same format.

Family
Who is in the family?
What is the hierarchy of authority in the family?
What are the rights of each member of the family?
What is the degree of solidarity or cohesiveness in the family?
How are problems handled in the family?
How is parental control exercised?

Roles
What roles within the group are available to whom, and how are they transmitted?
Are males and females expected to comply with specific roles in the family?
Is language use important in the definition or social marking of roles?

Discipline
Who has authority over the children?
What counts as discipline in terms of culture and what does not?
What forms of behaviour are considered socially acceptable for children of different ages and
gender?
In what manner is discipline executed physically and psychologically?

Language and communication
Which languages are spoken?
How do people greet each other?
What forms of address are used between people in various roles?
Who may talk to whom? When? Where?
Does slang or township lingo play a big role?
What gestures or postures have special significance?
What meaning is attached to making and/or avoiding eye-contact?
What meaning is attached to touching?

Religion, norms, values and meaningful existence
What is considered sacred and what secular?
What religious roles and authority are recognised in the culture?
Explain the idea of God and the Scriptures/Koran/sangoma, and so forth.
Does prayer have a place? Where/how often do people pray?
What religious holidays are honoured? How does this conflict with mainstream society?
What are the principles (norms and values) that the culture should cherish? Give a brief explanation
of these principles.
Are the norms and values based on religion?
Have norms and values changed considerably over the semesters? What are the changes?
Are persons reprimanded for overstepping norms and values? How?
What activities would you regard as being useful to exist meaningfully?
How could educators assist in this regard?

46

Food
What is eaten?
What rules are observed during meals?
What social obligations are there with regard to giving and preparing food and honouring people?
What is the family mealtime prayer, if any? What does it mean?

Traditions and customs
What holidays and celebrations are observed by the group?
What forms of art and music are most highly valued?
What media and instruments are traditionally used? Feel free to enclose photographs.

Education
What is the purpose of education?
What methods of teaching and learning are used at home?
Is it appropriate for students to ask for or volunteer information?
What constitutes a positive response by a teacher or pupil?
Do parents, teachers and pupils have different expectations of different groups?
What kind of reward system is used?

Lifestyle, spending of free time
Describe the kind of lifestyle adhered to in the family. For example, is it formal, authoritative, liberal,
strict, and so forth? Explain.
How do the people spend their free time indoors, outdoors, planned activities or impulsive
gatherings?
How do teenagers spend their free time discos, raves, bashes, drugs, occultism, culturally based
youth movements, sex?
What hobbies are pursued, for instance stamp collection, woodwork?
What kinds of pets are kept?

Dress
How do males and females generally dress in your culture?
What do they wear for certain functions or festivals?
Does dressing have any symbolic significance (or does it imply something special?)
What kind of dress is taboo?

Class, financial status and poverty
Give a brief description of class distinctions as they feature in your culture.
Explain why they are still being pursued or presently omitted.
Does poverty have an impact on the family? How?
Are material objects valued?
Which objects are valued?

The dynamic character of culture must to be indicated - how culture is changing: rural, urban,
Africanisation, Westernisation. This is very important to sidestep stereotyping and generalisation.

ETH305V/101

47

You may choose a fictional character. Use your own gender and age to tell your story.

Example:

Introduce each section of the structure with a word in the first sentence that is printed in bold or
underlined.

I am Rachied Govender, a 15 year old teenager. In my community they consider us to belong to
the Indian culture and the Hindu faith. Today I would like to take the opportunity to tell you
more about my culture.

Let us start at the beginning. My family consists of my mother, father, sister and brother. On
average an Indian family will not have more than three children. My father is the main figure of
authority in the family and every decision regarding the household is made by him. My mother
also stands under my father's authority. We are a very close family.... When problems arise in
the family we . . . . Parental control is very strict because....

The roles of people in my culture are clearly defined. The priest is considered to be the
community leader and we follow him accordingly.

........................................................................................................................................................

........................................................................................................................................................

Discipline in my culture is extremely important. My father and mother have absolute authority
over the children. Grandparents are . . . . . . . . Mostly we are only reprimanded, my parents do
not make use of corporal punishment.

In our culture we speak the Hindi language. When people meet, they extend both hands and
slightly kiss the other person's hands .............................................................................................

A very pertinent aspect of my culture is our religion or faith. .............................................................

You are more than welcome to add any useful and interesting facts regarding your culture.
48

Section B: Questionnaire

QUESTIONNAIRE

University of South Africa
Department Educational Foundations

in collaboration with the Bureau of Education (UNESCO)

PLEASE READ THE FOLLOWING:
Aspects regarding the questionnaire:

This questionnaire is part of an international project about student
teachers conceptions and attitudes concerning learners from different
ethnic, religious, linguistic or cultural groups.

The information obtained will be confidential and will strictly be used for
research purposes.

Read each section carefully as the print is rather small (the
questionnaire is in total exactly the same as being used internationally).

Please encircle the number corresponding to your answer.

The groups mentioned in the questionnaire are selected according to
the specifications of the International Bureau of Education namely a
majority group and two minority groups.

Please do not confer with anybody. Your personal opinion is very
important.

ETH305V/101

49

Office use
Record no.

(1-4)
1. In your opinion, what importance should be attributed to the following objectives
in the pre-primary and primary schools of South Africa?
(Please encircle the number corresponding to your answer)
Teaching pupils:

Does not
concern the
school
Not very
important
Important Vital
themselves
1 2 3 4 (5)
responsibilities
1 2 3 4 (6)
to have a critical attitude 1 2 3 4 (7)
for others
1 2 3 4 (8)
studious
1 2 3 4 (9)
to develop their morals 1 2 3 4 (10)
own culture
1 2 3 4 (11)
to be orderly and
punctual
1 2 3 4 (12)
community
1 2 3 4 (13)
to learn self-control 1 2 3 4 (14)
to be interested in
taught at school
1 2 3 4 (15)
to weigh up their
options
1 2 3 4 (16)
easily
1 2 3 4 (17)
things work
1 2 3 4 (18)
to be active citizens 1 2 3 4 (19)
to develop their
imagination
1 2 3 4 (20)
to obey 1 2 3 4 (21)
to appreciate the arts 1 2 3 4 (22)
to have a sense of pride 1 2 3 4 (23)
and count
1 2 3 4 (24)
to show respect for
authority
1 2 3 4 (25)
to adopt clean habits 1 2 3 4 (26)
to have self-respect 1 2 3 4 (27)
to be aware of the
country
1 2 3 4 (28)
abilities
1 2 3 4 (29)
to help each other and
to co-operate
1 2 3 4 (30)
boys, and girls like
girls
1 2 3 4 (31)
50

2. (a) Do you think it is easy or difficult for these groups to achieve the following
objectives?
1 = easy
4 = difficult Black Asian White
B A W
L S H
A I I
C A T
K N E
themselves
1 2 3 4 1 2 3 4 1 2 3 4

32 59 86
responsibilities
1 2 3 4 1 2 3 4 1 2 3 4

33 60 87
to have a critical attitude 1 2 3 4 1 2 3 4
1 2 3 4 34 61 88
for others
1 2 3 4 1 2 3 4 1 2 3 4 35 62 89
studious
1 2 3 4 1 2 3 4
1 2 3 4
36 63 90
to develop their morals 1 2 3 4 1 2 3 4
1 2 3 4
37 64 91
own culture
1 2 3 4 1 2 3 4
1 2 3 4
38 65 92
to be orderly and
punctual
1 2 3 4 1 2 3 4
1 2 3 4
39 66 93
community

1 2 3 4

1 2 3 4 1 2 3 4

40 67 94
to learn self-control
1 2 3 4

1 2 3 4 1 2 3 4

41 68 95
to be interested in
taught at school

1 2 3 4

1 2 3 4

1 2 3 4

42 69 96
to weigh up their options
1 2 3 4 1 2 3 4 1 2 3 4

43 70 97
easily

1 2 3 4

1 2 3 4 1 2 3 4

44 71 98
things work

1 2 3 4

1 2 3 4 1 2 3 4

45 72 99
to be active citizens
1 2 3 4

1 2 3 4 1 2 3 4

46 73 100
to develop their
imagination

1 2 3 4 1 2 3 4 1 2 3 4

47 74 101
to obey
1 2 3 4

1 2 3 4

1 2 3 4

48 75 102
to appreciate the arts
1 2 3 4

1 2 3 4

1 2 3 4

49 76 103
to have a sense of pride
1 2 3 4

1 2 3 4 1 2 3 4

50 77 104
and count

1 2 3 4 1 2 3 4 1 2 3 4

51 78 105
to show respect for
authority

1 2 3 4

1 2 3 4 1 2 3 4

52 79 106
to adopt clean habits
1 2 3 4

1 2 3 4 1 2 3 4

53 80 107
to have self-respect
1 2 3 4

1 2 3 4 1 2 3 4

54 81 108
to be aware of the
country

1 2 3 4 1 2 3 4 1 2 3 4

55 82 109
ETH305V/101

51

abilities

1 2 3 4 1 2 3 4 1 2 3 4 56 83 110
to help each other and to
co-operate

1 2 3 4

1 2 3 4

1 2 3 4

57 84 111
boys and girls like girls

1 2 3 4

1 2 3 4

1 2 3 4

58 85 112

3. If you consider any of the objectives as stated in Question 2 difficult or very
difficult to achieve, what, in your opinion, is the cause? (Only choose three
causes for each group.)
Black Asian White

the parents socio-economic
level

01

01

01

Black

the pupils mother tongue
which is not the language of
teaching

02

02

02

113 118

lack of teaching means and
materials

03

03

03

Asian

parents expectations of the
school

04

04

04

119-124

lack of homogeneity among
pupils in the same class

05

05

05

White

the parents level of learning

06
06
06

125-130

the pupils intelligence

07

07

07

the elitist attitude of the
school

08

08

08

the number of pupils per
class

09

09

09

pupils difficulties with their
mother tongue

10

10

10

the teachers level of training
and/or qualification

11

11

11

the gulf between life at school
and life in the family
12 12 12

52

4. Place each of the following four symbols (M for yourself; B for Blacks; A for
Asians; W for Whites) once in the large square in such a way that those that you
consider similar are close together and those that you consider different are far
apart.
Yourself = M Blacks = B Asians = A Whites = W

Yourself

131-133

Blacks

134-136

Asian

137-139

White

140-142

ETH305V/101

53

5. In your opinion, could the proposals mentioned below help to overcome some of the
difficulties mentioned in Question 2?
Yes No Dont
Know

to group pupils in various classes
according to their abilities and
interests
1 2 3 143
to organize separate schools and
classes according to the pupils
mother tongue
1 2 3 144
to teach each pupil to master the
teaching language before going on
to learn other knowledge
1 2 3 145
to mix pupils from different cultures
in order to encourage exchanges
and mutual learning
1 2 3 146)
to set up supplementary courses for
pupils experiencing difficulties
1 2 3 147
to develop special training for those
teachers responsible for
multicultural classes
1 2 3 148
to reduce the number of pupils per
class so that more attention can be
paid to each child
1 2 3 149
to adapt teaching materials to the
needs of various cultural groups
1 2 3 150
to assist each linguistic, cultural,
religious, ethnic or other group in
providing its own education
1 2 3 151
to teach each pupil to be competent
in
his/her mother tongue
1 2 3 152
6. In your opinion, what are the first three main functions of a teacher? (Please tick three
boxes only.)

153-155

to transmit knowledge

1

to maintain good relations with the pupils families

2

to help pupils integrate into the society

3

to help pupils develop their skills

4

to teach pupils the rules of good behaviour

5

to help pupils learn about themselves

6

to help pupils develop their memory

7

to help pupils to be familiar with their own culture

8

to teach mathematics, the official language and national history

9

54

THANK YOU FOR YOUR COOPERATION

7 Questions about yourself.
a) Sex Male 1 Female 2 156
b) Age Semesters . . . . . . . . . . . . . . . 157-158

c) Do you belong to one of the following groups?
159

Black 1 Asian 2 White 3 Other group 4

d) What kind of contact have you had during your life with the three groups
mentioned? (Reply only for the groups to which you do not belong.)

Black Asian White B A W

no contact
1
1

1

160 166 172

I have worked with/for one or
more people from this group
1
1

1

161 167 173
I have had classmates from
this group
1
1

1

162 168 174

I have had friends or
acquaintances from this
group
1
1

1

163 169 175

I have had business contacts
with people from this group
1

1

1

164 170 176

Other types of contact
1

1

1

165 171 177

e) Why did you decide to become a teacher? Choose the three
most important reasons from the following ten proposals (i.e. circle three
numbers only).

because it is a fascinating occupation 1 178
to contribute to the development of my country 2 179
because I failed in my other studies 3 180
because I like to be amongst children 4 181
because it is a profession permitting a certain freedom 5 182
because it was the only opportunity for me to pursue my studies
6

183
because it enables me to earn my living while doing something
useful

7

184
for job security
8

185
because I was a good pupil
9

186
because I like to explain things and communicate my knowledge
10

187
because education leads to greater success in life 11 189
ETH305V/101

55

QUALITY CONTROL QUESTIONNAIRE ETH305V

Please attach this questionnaire to Assignment 03.

1 Home language: (mark which one is applicable)
African language (specify)

English

Afrikaans

European language (specify)

Other (specify)

2 Current occupation: ......................................................................................................................................
3 Age: ...............................................................................................................................................................
4 What is your opinion regarding the scope of the work covered in this module? Mark one answer on each line.

5 Which aspect(s) of the module did you find the most interesting?

6 Which aspect(s) of the module did you find the most boring?

Volume of work

Too much

Manageable

Too little

Themes covered

Too broad

Just right

Too narrow

Relevance for SA

Irrelevant

Of some relevance

Relevant

International relevance

Irrelevant

Of some relevance

Relevant
56

7 Which aspect(s) of the module frustrated you most and why?
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................

8 What was the most positive aspect(s) of the module in your opinion?
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
9 Any suggestions for improving the module:
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
10 How do you rate the tutorial letters generally? Mark one answer on each line.
Number received Too few Right number Too many
Detail Too little detail Sufficient detail Too detailed
Standard of contents of
tutorial letters

11 How do you rate the study guide? Mark one answer on each line.
Standard of contents of the
study guide

13 Unisa modules are offered through e-learning. Please indicate your response to the following statements by circling the
number that corresponds closest with your opinion using the following key. Please also add supporting comments where
you feel these are necessary.
1 = Strongly disagree 2 = Disagree 3 = Agree 4 = Strongly agree
12.4 E-learning is an appropriate delivery method for teaching Multicultural Education.
1 2 3 4
Comment
....................................................................................................................................................................................
....................................................................................................................................................................................
....................................................................................................................................................................................
...............................................................................................................................
ETH305V/101

57

12.5 The technology (Internet) is efficient
1 2 3 4
Comment
...................................................................................................................................................................................................
...................................................................................................................................................................................................
.........................................................................................................................
12.6 I am well prepared and sufficiently well informed to take training using e-learning.
1 2 3 4
Comment
...................................................................................................................................................................................................
...................................................................................................................................................................................................
........................................................................................................................
12.4 What changes would you make to e- learning?
1 2 3 4
Comment
...................................................................................................................................................................................................
...................................................................................................................................................................................................
........................................................................................................................
13.5 Does e-learning offer any advantages over course learning?
1 2 3 4
Comment
...................................................................................................................................................................................................
...................................................................................................................................................................................................
........................................................................................................................
14 What is your opinion regarding the following statements. Please mark your answer with an X.
The numbers have the following meaning:

1 = Definitely disagree, 2 = Disagree, 3 = Agree, 4 = Definitely agree

58

1 2 3 4
5. I understand how my own cultural background
influences teaching.

6. I am more aware that learners from different
language backgrounds may need more time to
master academic content.

7. I strive to give boys and girls equal attention in
my classroom.

8. I believe that racial tension in a school can be
reduced if the school adopts a multicultural
approach.

36 I believe we learn greater respect for others who
are different from us if we appreciate their
cultural heritage.

37 I am more aware of the role that is played by
non-verbal communication when I am teaching.

38 I am careful to express high expectations of all
learners.

39 When I identify stereotypes in teaching materials,
I use this as an opportunity to teach my learners
about tolerance and respect.

40 I have learned to include the perspectives of
different cultural groups in my lessons.

41 I give learners who are not proficient in English
additional help to learn the terminology required
by a subject or learning area.

42 I spend time teaching the learners how to follow
different kinds of instructions used in tests and
exams.

43 I use different learning activities which allow
learners to share their cultural background with
each other.

44 My classroom rules forbid learners to use
disrespectful language towards each other.

45 I make an effort to inform parents about what
their children are learning in the curriculum.

46 I am more sensitive to the needs of parents
from different family structures and cultural
backgrounds.

47 Writing my own life story has helped me to
understand myself and my cultural background
better.

48 I am more confident to deal with racial incidents
among learners in the classroom.

49 I am able to interact effectively with colleagues
who are from a different cultural background to
my own.

50 I enjoy learning more about other cultural groups
from my learners.

51 I encourage my learners to tell me about the way
they live.

52 I have been able to implement some of the
guidelines for multicultural education in my own
classroom.

53 Adopting a multicultural approach in my
classroom has improved my teaching.

about multicultural education with my colleagues.

about multicultural education with members of
the school management team.

ETH305V/101

59

56 I have implemented my new knowledge
about multicultural education in the cultural
or sporting activities in which I am
involved.

57 I realise that I still need to change some of
my teaching methods so that the needs of
all learners are met.

58 I create different learning activities to
accommodate learners with different
learning styles.

59 I make sure that I praise learners for a
specific achievement whether it is
academic or behavioural.

60 I have taken time to visit the areas in which
different groups of learners live so that I
understand more of the context of their
lives.

61 I realise all aspect of school life should be
transformed to accommodate the diverse
needs of learners.



64 I know that is important to listen to parents
talk about their children when they meet
with me.

65 I make sure that parents have understood
what I have said by asking them for
feedback during a parent meeting.

66 I think our school needs practical
workshops to learn about implementing
multicultural education throughout the
school.

60

ETH305V/101

61

NB: SELF- EVALUATION ASSIGNMENT (Examination preparation)
Second semester

This assignment is optional do not submit but
study for the exam

SOURCES:
African teacher. Second edition Pretoria: Van Schaik Publishers. Modules 5, 6, 7, 8.

Section A:

Question 1: Teaching and learning styles in multicultural education

a) Name and discuss five (5) factors (in no more than five lines each) that influence the
learning environment of a learner. (15)

b) Give a definition of the concept "learning style". (2)

c) Give a definition of the concept "teaching style". (2)

d) Discuss the relationship between teaching and learning styles. (2)

e) What are the implications of diverse learning styles for teaching? (3)

f) Name six (6) guidelines for effective classroom practice for diverse learning styles. (6)

g) In your opinion, how should learners with diverse learning styles be accommodated? (3)

Question 2: Teacher expectations

a) Discuss the kinds of expectations that teachers could have of learners. (4)

b) Discuss the strategies teachers could use in the forming of expectations. (7)

Question 3: The multicultural curriculum

a) How would you go about dealing with material in the curriculum of your multicultural school
that still contains stereotypes and omissions? (5)

b) Discuss two teaching methods most suitable for a multicultural class. (6)

c) Discuss four obstacles when assessing learners by means of tests. (4)

62

Question 4: Discipline in multicultural education

a) Name and discuss three approaches to discipline. (6)

b) Discuss four common causes of misbehaviour. (8)

c) Discuss four methods to promote positive behaviour. (8)

Question 5: Parent involvement in multicultural education

a) For teachers to be effective multicultural teachers they need to get to know the parents.
How would you define teacher-parent involvement? (3)

b) Discuss the benefits of parent involvement. (6)

c) What do parents have to offer in the educational process? (2)

d) Should parents have a say in how the school is managed? Why? (2)

e) Name three obstacles to parent involvement from the teachers' perspective and three from
the parents' perspective. (6)

Total: 100

LIST OF RECOMMENDED BOOKS WITH BOOK NUMBERS
LYS VAN AANBEVOLE BOEKE MET BOEKNOMMERS

Course Code ETH305V

Books supplied subject to availability

TITLE AUTHOR
Shelf Number

Multicultural education : issu Banks, JA 370.117 MULT

Comprehensive multicultural ed Bennett, Christine I 370.1170973 BENN

Cultural diversity and educati Banks, James A. 370.1170973 BANK

Multicultural Education Module Overview

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