ENG2611
OCT/NOV PORTFOLIO 2025
UNIQUE NO.
DUE DATE: OCTOBER 2025
, Applied English Language for Foundation and Intermediate Phase First
Additional Language
SECTION A
QUESTION 1
1.1 Reading for pleasure vs. reading as a skill
According to Leland et al. (2013), reading for pleasure develops learners’ imagination,
empathy, and intrinsic motivation to engage with texts beyond mechanical decoding.
When learners read voluntarily, they encounter diverse perspectives and develop critical
thinking, vocabulary, and comprehension skills naturally. In contrast, when reading is
taught only as a technical skill, the focus shifts to drills, phonics, and comprehension
tests that may hinder a child’s emotional connection to texts. Reading for pleasure
invites personal interpretation and self-expression, whereas a purely skills-based
approach treats reading as a routine academic task. The former builds lifelong readers
who view literacy as enjoyable and empowering; the latter risks producing students who
can decode words but lack genuine understanding or curiosity. Therefore, promoting
reading for pleasure at both home and school integrates affective and cognitive growth
essential for sustained academic success (Leland et al., 2013).
1.2 (a) Importance of cultural awareness in analysing literature
Cultural awareness enables readers to interpret literary texts within the social and
historical contexts that shape characters and events. When readers recognise the
influence of cultural values, traditions, and beliefs, they can understand why characters
act in certain ways and how conflicts emerge from differing worldviews. Without cultural
sensitivity, a reader might misinterpret actions as irrational or immoral rather than
culturally grounded. For example, understanding African communalism clarifies
characters’ sense of duty to family or ancestors in African folktales. Cultural awareness
thus fosters empathy and critical literacy, allowing learners to question stereotypes and
OCT/NOV PORTFOLIO 2025
UNIQUE NO.
DUE DATE: OCTOBER 2025
, Applied English Language for Foundation and Intermediate Phase First
Additional Language
SECTION A
QUESTION 1
1.1 Reading for pleasure vs. reading as a skill
According to Leland et al. (2013), reading for pleasure develops learners’ imagination,
empathy, and intrinsic motivation to engage with texts beyond mechanical decoding.
When learners read voluntarily, they encounter diverse perspectives and develop critical
thinking, vocabulary, and comprehension skills naturally. In contrast, when reading is
taught only as a technical skill, the focus shifts to drills, phonics, and comprehension
tests that may hinder a child’s emotional connection to texts. Reading for pleasure
invites personal interpretation and self-expression, whereas a purely skills-based
approach treats reading as a routine academic task. The former builds lifelong readers
who view literacy as enjoyable and empowering; the latter risks producing students who
can decode words but lack genuine understanding or curiosity. Therefore, promoting
reading for pleasure at both home and school integrates affective and cognitive growth
essential for sustained academic success (Leland et al., 2013).
1.2 (a) Importance of cultural awareness in analysing literature
Cultural awareness enables readers to interpret literary texts within the social and
historical contexts that shape characters and events. When readers recognise the
influence of cultural values, traditions, and beliefs, they can understand why characters
act in certain ways and how conflicts emerge from differing worldviews. Without cultural
sensitivity, a reader might misinterpret actions as irrational or immoral rather than
culturally grounded. For example, understanding African communalism clarifies
characters’ sense of duty to family or ancestors in African folktales. Cultural awareness
thus fosters empathy and critical literacy, allowing learners to question stereotypes and
