,QUESTION 1 (20 marks)
1.1 Define the ‘additive language approach’ in Children’s Literature. (4 marks)
The additive language approach refers to a teaching and learning philosophy where a child’s
home language is preserved and 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 development, encouraging children to
transfer knowledge and skills between languages, which strengthens their overall
communication abilities. Unlike subtractive approaches, which may marginalize the home
language, the additive language approach promotes linguistic diversity and inclusion.
1.2 List THREE (3) of your favourite children’s books. (6 marks)
Here are three children’s books that I enjoy and believe are valuable for young learners:
1. “The Very Hungry Caterpillar” by Eric Carle
This is a classic picture book that follows a caterpillar’s journey as it eats its way
through different foods and eventually transforms into a butterfly. It introduces young
children to concepts such as counting, days of the week, and the life cycle of a butterfly
through simple, repetitive language and colorful illustrations, which are engaging and
easy for children to understand.
2. “Where the Wild Things Are” by Maurice Sendak
This imaginative story captures a child’s emotions and fantasies, following Max as he
travels to an island inhabited by wild creatures. It explores themes of anger, adventure,
and returning home. The book uses expressive language and illustrations that
stimulate creativity and emotional awareness, making it a powerful tool for literacy
and emotional development.
, 3. “Nelson Mandela’s Favorite African Folktales”
This collection introduces children to traditional African stories that teach morals,
cultural values, and lessons through entertaining narratives. It is important because it
connects learners to their heritage and promotes appreciation of African culture and
oral storytelling traditions, which are essential in many communities for passing down
wisdom and language.
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)
Activity: Introducing the English “th” sound (/θ/)
• Objective: To help Grade 1 learners become familiar with and pronounce the English
“th” sound, which does not exist in isiZulu or Sesotho.
• Materials: A simple rhyme or short story containing many “th” words, flashcards with
pictures of “th” words (like thumb, thin, think), and a mirror for learners to watch their
mouth movements.
• Procedure:
1. Begin by reading aloud a short rhyme or chant such as “Three thick thieves
think thoughtfully.” Emphasize the “th” sound clearly each time it appears.
2. Show learners how to position their tongue gently between their upper and
lower front teeth to produce the “th” sound. Use a mirror so they can see how
their mouth moves.
3. Have learners repeat the “th” words slowly after you, focusing on copying the
tongue placement and breath flow.
1.1 Define the ‘additive language approach’ in Children’s Literature. (4 marks)
The additive language approach refers to a teaching and learning philosophy where a child’s
home language is preserved and 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 development, encouraging children to
transfer knowledge and skills between languages, which strengthens their overall
communication abilities. Unlike subtractive approaches, which may marginalize the home
language, the additive language approach promotes linguistic diversity and inclusion.
1.2 List THREE (3) of your favourite children’s books. (6 marks)
Here are three children’s books that I enjoy and believe are valuable for young learners:
1. “The Very Hungry Caterpillar” by Eric Carle
This is a classic picture book that follows a caterpillar’s journey as it eats its way
through different foods and eventually transforms into a butterfly. It introduces young
children to concepts such as counting, days of the week, and the life cycle of a butterfly
through simple, repetitive language and colorful illustrations, which are engaging and
easy for children to understand.
2. “Where the Wild Things Are” by Maurice Sendak
This imaginative story captures a child’s emotions and fantasies, following Max as he
travels to an island inhabited by wild creatures. It explores themes of anger, adventure,
and returning home. The book uses expressive language and illustrations that
stimulate creativity and emotional awareness, making it a powerful tool for literacy
and emotional development.
, 3. “Nelson Mandela’s Favorite African Folktales”
This collection introduces children to traditional African stories that teach morals,
cultural values, and lessons through entertaining narratives. It is important because it
connects learners to their heritage and promotes appreciation of African culture and
oral storytelling traditions, which are essential in many communities for passing down
wisdom and language.
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)
Activity: Introducing the English “th” sound (/θ/)
• Objective: To help Grade 1 learners become familiar with and pronounce the English
“th” sound, which does not exist in isiZulu or Sesotho.
• Materials: A simple rhyme or short story containing many “th” words, flashcards with
pictures of “th” words (like thumb, thin, think), and a mirror for learners to watch their
mouth movements.
• Procedure:
1. Begin by reading aloud a short rhyme or chant such as “Three thick thieves
think thoughtfully.” Emphasize the “th” sound clearly each time it appears.
2. Show learners how to position their tongue gently between their upper and
lower front teeth to produce the “th” sound. Use a mirror so they can see how
their mouth moves.
3. Have learners repeat the “th” words slowly after you, focusing on copying the
tongue placement and breath flow.
