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ENG2613 Assignment 3 2024 (300218) - DUE 5 August 2024
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ENG2613ASSIGNMENT 3 2024
(300218) - DUE 5
AUGUST 2024
, ENG2613 Assignment 3 2024 (300218) - DUE 5 August 2024
Consider the following statement: “Choosing a book for learners is the first step to turning them into
enthusiastic readers.” Drawing on all the knowledge you have gained through this module, explain how
you would go about choosing a text to read with FAL learners in the Intermediate Phase in a South
African, multicultural classroom. Your essay should be 3-4 typed OR hand-written pages long, and you
must write in your own words.
Title: Selecting Texts for FAL Learners in the Intermediate Phase: A Multicultural Approach
Introduction: The process of selecting appropriate texts for Foundation Phase (grades 4-6) First Additional
Language (FAL) learners in a South African multicultural classroom is pivotal in fostering a love for reading
and ensuring educational efficacy. This essay elucidates the multifaceted considerations involved in choosing
such texts, emphasizing their significance in nurturing enthusiastic readers among FAL learners.
Understanding FAL Learners: Before delving into the selection process, it is imperative to comprehend the
characteristics and needs of FAL learners in the Intermediate Phase. These learners often grapple with linguistic
challenges, necessitating texts that are both engaging and linguistically accessible. Moreover, in a multicultural
classroom, where learners hail from diverse linguistic and cultural backgrounds, texts must resonate with their
experiences while exposing them to new perspectives.
Criteria for Text Selection: Several criteria guide the selection of texts for FAL learners:
1. Linguistic Complexity: Texts should align with learners' linguistic proficiency levels, offering a balance
between familiarity and challenge. Optimal linguistic complexity facilitates comprehension while
encouraging language development.
2. Cultural Relevance: In a multicultural context like South Africa, texts should reflect diverse cultural
experiences, ensuring learners can relate to characters and settings while broadening their cultural
horizons. Incorporating indigenous languages, folklore, and stories from various ethnicities enriches the
reading experience.
3. Engagement and Interest: Selecting texts that captivate learners' interests is crucial for cultivating
enthusiasm for reading. Topics should resonate with learners' experiences, aspirations, and curiosities,
fostering emotional investment and intrinsic motivation.
4. Educational Value: Texts should not only entertain but also impart valuable knowledge and insights.
Incorporating themes that promote critical thinking, empathy, and moral development enhances the
educational value of texts, contributing to holistic learner development.
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