CHL2601
Assignment 5
Due 10 July 2025
, CHL2601
Assignment 5
Due 10 July 2025
Critical Analysis of the Additive Language Approach and LoLT in Multilingual
Children’s Literature and Writing Development
Abstract
This response critically examines the additive language approach and the impact of the
language of learning and teaching (LoLT) on multilingual children’s literature and early
writing development, with a focus on South African Grade 1 classrooms. Through a
structured, postgraduate-level analysis, it defines the additive language approach as a
strategy that fosters bilingual competence by integrating new linguistic elements while
preserving the home language, drawing on Cummins’ (2000) interdependence
hypothesis. The response evaluates three culturally relevant children’s books, proposes
a phonological activity to teach the English /ð/ sound, and outlines a story circle strategy
to support home language development. Additionally, it contrasts the pre-
communicative and phonetic phases of writing (Ferreiro & Teberosky, 1982) and
analyzes the negative effects of a non-native LoLT on writing development, highlighting
cognitive overload and cultural disconnection. Enhanced with critical engagement, the
paper exposes assumptions, tensions (e.g., linguistic hierarchies), and long-term
implications (e.g., educational inequities), using simple grammar and precise academic
discourse. Supported by scholarly evidence, including Vygotsky (1978) and García and
Wei (2014), it underscores the need for translanguaging pedagogies and systemic
support to ensure equitable multilingual education.
Assignment 5
Due 10 July 2025
, CHL2601
Assignment 5
Due 10 July 2025
Critical Analysis of the Additive Language Approach and LoLT in Multilingual
Children’s Literature and Writing Development
Abstract
This response critically examines the additive language approach and the impact of the
language of learning and teaching (LoLT) on multilingual children’s literature and early
writing development, with a focus on South African Grade 1 classrooms. Through a
structured, postgraduate-level analysis, it defines the additive language approach as a
strategy that fosters bilingual competence by integrating new linguistic elements while
preserving the home language, drawing on Cummins’ (2000) interdependence
hypothesis. The response evaluates three culturally relevant children’s books, proposes
a phonological activity to teach the English /ð/ sound, and outlines a story circle strategy
to support home language development. Additionally, it contrasts the pre-
communicative and phonetic phases of writing (Ferreiro & Teberosky, 1982) and
analyzes the negative effects of a non-native LoLT on writing development, highlighting
cognitive overload and cultural disconnection. Enhanced with critical engagement, the
paper exposes assumptions, tensions (e.g., linguistic hierarchies), and long-term
implications (e.g., educational inequities), using simple grammar and precise academic
discourse. Supported by scholarly evidence, including Vygotsky (1978) and García and
Wei (2014), it underscores the need for translanguaging pedagogies and systemic
support to ensure equitable multilingual education.
