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TAKE YOUR PICK (OPTION A or B)
QUESTION 1
1.1 Define the ‘additive language approach’ in Children’s Literature. (4 marks)
The additive language approach in children’s literature means adding a new language (like English)
alongside the child’s home language without replacing it. It supports bilingualism by valuing the
child’s original language while teaching them an additional language. This approach encourages
children to develop literacy skills in both their home language and the new language, promoting
cultural identity and cognitive benefits. It contrasts with subtractive approaches where the home
language is ignored or discouraged.
1.2 List THREE (3) of your favourite children’s books. (6 marks)
ANSWER:
QUESTION
1. “The1Very
(20 marks)
Hungry Caterpillar” by Eric Carle
1.1 Define the ‘additive
A beautifully language
illustrated storyapproach’ in Children’s
about a caterpillar’s Literature. that
transformation (4 marks)
teaches counting
and days of the week.
The additive language approach refers to a teaching and learning philosophy where a
2. home
child’s “Where the WildisThings
language Are” by
preserved andMaurice Sendak
maintained while a new language, such as English,
is introduced alongside it. This approach recognizes and values the importance of the
child’s first language and cultural identity, rather than replacing it with the second
language. In the context of children’s literature, this means providing stories and reading
materials in both the home language and the additional language, enabling children to
build literacy skills in both. The approach supports bilingualism and cognitive
Disclaimer:
development, encouraging children to transfer knowledge and skills between languages,
The materials provided are intended for educational and informational purposes only. They
should which strengthens
not be submitted their overall
as original work orcommunication
used in violationabilities. Unlike institution's
of any academic subtractive approaches,
policies. The buyer is solely responsible for how the materials are used.
which may marginalize the home language, the additive language approach promotes
linguistic diversity and inclusion.
, For more assistance and exclusive, unique assignments, contact us on Telegram:
https://t.me/varsity_times
OPTION A
QUESTION 1
1.1 Define the ‘additive language approach’ in Children’s Literature. (4 marks)
ANSWER:
The additive language approach in children’s literature means adding a new language (like
English) alongside the child’s home language without replacing it. It supports bilingualism by
valuing the child’s original language while teaching them an additional language. This
approach encourages children to develop literacy skills in both their home language and the
new language, promoting cultural identity and cognitive benefits. It contrasts with subtractive
approaches where the home language is ignored or discouraged.
1.2 List THREE (3) of your favourite children’s books. (6 marks)
ANSWER:
1. “The Very Hungry Caterpillar” by Eric Carle
A beautifully illustrated story about a caterpillar’s transformation that teaches
counting and days of the week.
2. “Where the Wild Things Are” by Maurice Sendak
A classic about imagination and emotions where a boy named Max travels to a land of
wild creatures.
3. “Nelson Mandela’s Favorite African Folktales”
A collection of traditional African stories that teach morals and celebrate African
culture.
1.3 Create a short activity introducing an English sound not found in isiZulu or Sesotho to
Grade 1 learners using the additive language approach. (4 marks)
, For more assistance and exclusive, unique assignments, contact us on Telegram:
https://t.me/varsity_times
Activity: Introducing the English “th” sound (/θ/)
• Objective: Help Grade 1 learners recognize and pronounce the English “th” sound,
which is not in isiZulu or Sesotho.
• Steps:
1. Start with a short story or rhyme featuring “th” words, e.g., “Three thick
things.”
2. Read aloud, emphasizing the “th” sound slowly and clearly.
3. Ask learners to repeat the words after you several times, focusing on placing
the tongue between the teeth (demonstrate the correct tongue position).
4. Use flashcards with simple “th” words (think, thumb, thin) and pictures to
reinforce meaning.
5. Encourage learners to try making the sound in isolation and within words,
supporting their home language by comparing sounds they already know.
This additive approach keeps their home language respected while adding new English
sounds.
1.4 Discuss a classroom strategy to integrate oral storytelling to support home language
development in a multilingual class. (6 marks)
ANSWER:
Strategy: Home Language Story Sharing Circles
• Description: Organize small group sessions where learners share stories orally in their
home languages. Each learner or group tells a short story or folk tale from their culture
to classmates.
• How it supports home language development:
VarsityTimes
For more assistance and exclusive, unique assignments, contact us on Telegram:
https://t.me/varsity_times
TAKE YOUR PICK (OPTION A or B)
QUESTION 1
1.1 Define the ‘additive language approach’ in Children’s Literature. (4 marks)
The additive language approach in children’s literature means adding a new language (like English)
alongside the child’s home language without replacing it. It supports bilingualism by valuing the
child’s original language while teaching them an additional language. This approach encourages
children to develop literacy skills in both their home language and the new language, promoting
cultural identity and cognitive benefits. It contrasts with subtractive approaches where the home
language is ignored or discouraged.
1.2 List THREE (3) of your favourite children’s books. (6 marks)
ANSWER:
QUESTION
1. “The1Very
(20 marks)
Hungry Caterpillar” by Eric Carle
1.1 Define the ‘additive
A beautifully language
illustrated storyapproach’ in Children’s
about a caterpillar’s Literature. that
transformation (4 marks)
teaches counting
and days of the week.
The additive language approach refers to a teaching and learning philosophy where a
2. home
child’s “Where the WildisThings
language Are” by
preserved andMaurice Sendak
maintained while a new language, such as English,
is introduced alongside it. This approach recognizes and values the importance of the
child’s first language and cultural identity, rather than replacing it with the second
language. In the context of children’s literature, this means providing stories and reading
materials in both the home language and the additional language, enabling children to
build literacy skills in both. The approach supports bilingualism and cognitive
Disclaimer:
development, encouraging children to transfer knowledge and skills between languages,
The materials provided are intended for educational and informational purposes only. They
should which strengthens
not be submitted their overall
as original work orcommunication
used in violationabilities. Unlike institution's
of any academic subtractive approaches,
policies. The buyer is solely responsible for how the materials are used.
which may marginalize the home language, the additive language approach promotes
linguistic diversity and inclusion.
, For more assistance and exclusive, unique assignments, contact us on Telegram:
https://t.me/varsity_times
OPTION A
QUESTION 1
1.1 Define the ‘additive language approach’ in Children’s Literature. (4 marks)
ANSWER:
The additive language approach in children’s literature means adding a new language (like
English) alongside the child’s home language without replacing it. It supports bilingualism by
valuing the child’s original language while teaching them an additional language. This
approach encourages children to develop literacy skills in both their home language and the
new language, promoting cultural identity and cognitive benefits. It contrasts with subtractive
approaches where the home language is ignored or discouraged.
1.2 List THREE (3) of your favourite children’s books. (6 marks)
ANSWER:
1. “The Very Hungry Caterpillar” by Eric Carle
A beautifully illustrated story about a caterpillar’s transformation that teaches
counting and days of the week.
2. “Where the Wild Things Are” by Maurice Sendak
A classic about imagination and emotions where a boy named Max travels to a land of
wild creatures.
3. “Nelson Mandela’s Favorite African Folktales”
A collection of traditional African stories that teach morals and celebrate African
culture.
1.3 Create a short activity introducing an English sound not found in isiZulu or Sesotho to
Grade 1 learners using the additive language approach. (4 marks)
, For more assistance and exclusive, unique assignments, contact us on Telegram:
https://t.me/varsity_times
Activity: Introducing the English “th” sound (/θ/)
• Objective: Help Grade 1 learners recognize and pronounce the English “th” sound,
which is not in isiZulu or Sesotho.
• Steps:
1. Start with a short story or rhyme featuring “th” words, e.g., “Three thick
things.”
2. Read aloud, emphasizing the “th” sound slowly and clearly.
3. Ask learners to repeat the words after you several times, focusing on placing
the tongue between the teeth (demonstrate the correct tongue position).
4. Use flashcards with simple “th” words (think, thumb, thin) and pictures to
reinforce meaning.
5. Encourage learners to try making the sound in isolation and within words,
supporting their home language by comparing sounds they already know.
This additive approach keeps their home language respected while adding new English
sounds.
1.4 Discuss a classroom strategy to integrate oral storytelling to support home language
development in a multilingual class. (6 marks)
ANSWER:
Strategy: Home Language Story Sharing Circles
• Description: Organize small group sessions where learners share stories orally in their
home languages. Each learner or group tells a short story or folk tale from their culture
to classmates.
• How it supports home language development:
