ENG2613
ASSIGNMENT 3 2025
UNIQUE NO.
DUE DATE: 4 AUGUST 2025
, Applied English Literature for Intermediate Phase First Additional Language
Evaluating the Appropriateness of Two Texts for Intermediate Phase FAL
Classrooms in South Africa
Introduction
Selecting appropriate texts for the Intermediate Phase First Additional Language (FAL)
classroom in South Africa is pivotal for fostering language proficiency while also
supporting learners’ cognitive, moral, and emotional growth. This essay evaluates the
suitability of the two prescribed texts for an Intermediate Phase FAL classroom based
on four criteria: age appropriateness in terms of style and themes, moral and ethical
learning, emotional and mental development, and the promotion of inclusivity. The
analysis will examine each text against these aspects to determine whether they meet
the developmental and educational needs of learners aged 9 to 12 years. The essay
concludes by summarizing the strengths and weaknesses of the texts and offering final
thoughts on their overall appropriateness.
1. Age Appropriateness in Terms of Style and Themes
When selecting reading materials for the Intermediate Phase, it is essential that the
style and themes resonate with the learners' cognitive levels and experiences
(Department of Basic Education [DBE], 2011). The first text utilizes simple sentence
structures, familiar vocabulary, and engaging storytelling techniques such as dialogue
and imagery, which align well with the reading and comprehension abilities of
Intermediate Phase learners. Its themes revolve around friendship, perseverance, and
personal growth—topics that are relevant and meaningful to this age group, facilitating
engagement and understanding.
Conversely, the second text presents a more complex narrative style, incorporating
nuanced vocabulary and intricate sentence constructions. While such exposure can
enrich vocabulary acquisition, some linguistic elements may be too advanced for
Intermediate Phase learners who are still developing proficiency in their FAL. The
ASSIGNMENT 3 2025
UNIQUE NO.
DUE DATE: 4 AUGUST 2025
, Applied English Literature for Intermediate Phase First Additional Language
Evaluating the Appropriateness of Two Texts for Intermediate Phase FAL
Classrooms in South Africa
Introduction
Selecting appropriate texts for the Intermediate Phase First Additional Language (FAL)
classroom in South Africa is pivotal for fostering language proficiency while also
supporting learners’ cognitive, moral, and emotional growth. This essay evaluates the
suitability of the two prescribed texts for an Intermediate Phase FAL classroom based
on four criteria: age appropriateness in terms of style and themes, moral and ethical
learning, emotional and mental development, and the promotion of inclusivity. The
analysis will examine each text against these aspects to determine whether they meet
the developmental and educational needs of learners aged 9 to 12 years. The essay
concludes by summarizing the strengths and weaknesses of the texts and offering final
thoughts on their overall appropriateness.
1. Age Appropriateness in Terms of Style and Themes
When selecting reading materials for the Intermediate Phase, it is essential that the
style and themes resonate with the learners' cognitive levels and experiences
(Department of Basic Education [DBE], 2011). The first text utilizes simple sentence
structures, familiar vocabulary, and engaging storytelling techniques such as dialogue
and imagery, which align well with the reading and comprehension abilities of
Intermediate Phase learners. Its themes revolve around friendship, perseverance, and
personal growth—topics that are relevant and meaningful to this age group, facilitating
engagement and understanding.
Conversely, the second text presents a more complex narrative style, incorporating
nuanced vocabulary and intricate sentence constructions. While such exposure can
enrich vocabulary acquisition, some linguistic elements may be too advanced for
Intermediate Phase learners who are still developing proficiency in their FAL. The
