,QUESTION 1 (20 marks)
1.1 In your own words, briefly define the ‘additive language approach’ in the
context Children’s Literature.
The additive language approach describes an educational method that honors and
strengthens learners’ existing home languages while introducing new ones, such as
English, in a way that complements rather than replaces their mother tongue (Heugh,
2015). It is recognized as a valuable resource to build upon. In early literacy, the
additive approach ensures children maintain and develop their home language skills,
which provides a strong cognitive and emotional foundation for learning a second
language like English (Cummins, 2000).
In addition, this approach prevents the erosion of cultural identity and boosts self-esteem
by validating learners’ linguistic and cultural backgrounds (Garcia & Wei, 2014).
Research has shown that bilingual children develop metalinguistic awareness more
rapidly, meaning they can think about and manipulate language structures more
effectively than monolingual peers (Bialystok, 2001).
An additive approach also promotes social inclusion by fostering respect for linguistic
diversity in the classroom, encouraging empathy, and enhancing communication among
children from different backgrounds (Heugh, 2015).
, 1.2 Three Favorite Children’s Books
Among the many captivating children’s books I have encountered, three stand out: “The
Gruffalo” by Julia Donaldson, “Where the Wild Things Are” by Maurice Sendak,
and “Nal’ibali Little Hands Books”, a South African collection of culturally relevant
multilingual stories. The Gruffalo is a brilliant tale of a clever mouse who invents a
fictional monster to scare away predators, only to meet the actual Gruffalo later
(Donaldson, 1999). This story’s rhymes, rhythm, and repetition develop phonological
awareness and sequencing skills, which are vital for young readers’ early literacy (Davis,
2010).
Where the Wild Things Are captivates children with its imaginative adventure, where
Max travels to a fantastical island populated by wild creatures after being sent to his
room for misbehaving (Sendak, 1963). This book explores themes of emotions, conflict
resolution, and imagination, all of which help children make sense of their feelings and
the social world around them (Nikolajeva, 2014).
The Nal’ibali Little Hands Books are significant because they represent African stories in
local languages, such as isiZulu, Sesotho, and Xhosa, which allow learners to connect
with familiar cultural contexts (Nal’ibali, 2021). These books promote positive attitudes
toward reading by reflecting learners’ home languages and cultures, aligning perfectly
with the additive language approach (Pretorius & Spaull, 2016). Furthermore, they
1.1 In your own words, briefly define the ‘additive language approach’ in the
context Children’s Literature.
The additive language approach describes an educational method that honors and
strengthens learners’ existing home languages while introducing new ones, such as
English, in a way that complements rather than replaces their mother tongue (Heugh,
2015). It is recognized as a valuable resource to build upon. In early literacy, the
additive approach ensures children maintain and develop their home language skills,
which provides a strong cognitive and emotional foundation for learning a second
language like English (Cummins, 2000).
In addition, this approach prevents the erosion of cultural identity and boosts self-esteem
by validating learners’ linguistic and cultural backgrounds (Garcia & Wei, 2014).
Research has shown that bilingual children develop metalinguistic awareness more
rapidly, meaning they can think about and manipulate language structures more
effectively than monolingual peers (Bialystok, 2001).
An additive approach also promotes social inclusion by fostering respect for linguistic
diversity in the classroom, encouraging empathy, and enhancing communication among
children from different backgrounds (Heugh, 2015).
, 1.2 Three Favorite Children’s Books
Among the many captivating children’s books I have encountered, three stand out: “The
Gruffalo” by Julia Donaldson, “Where the Wild Things Are” by Maurice Sendak,
and “Nal’ibali Little Hands Books”, a South African collection of culturally relevant
multilingual stories. The Gruffalo is a brilliant tale of a clever mouse who invents a
fictional monster to scare away predators, only to meet the actual Gruffalo later
(Donaldson, 1999). This story’s rhymes, rhythm, and repetition develop phonological
awareness and sequencing skills, which are vital for young readers’ early literacy (Davis,
2010).
Where the Wild Things Are captivates children with its imaginative adventure, where
Max travels to a fantastical island populated by wild creatures after being sent to his
room for misbehaving (Sendak, 1963). This book explores themes of emotions, conflict
resolution, and imagination, all of which help children make sense of their feelings and
the social world around them (Nikolajeva, 2014).
The Nal’ibali Little Hands Books are significant because they represent African stories in
local languages, such as isiZulu, Sesotho, and Xhosa, which allow learners to connect
with familiar cultural contexts (Nal’ibali, 2021). These books promote positive attitudes
toward reading by reflecting learners’ home languages and cultures, aligning perfectly
with the additive language approach (Pretorius & Spaull, 2016). Furthermore, they
