CHL2601
ASSIGNMENT 8 2025
DUE SEPTEMBER 2025
,CHL2601 ASSIGNMENT 8 2025
DUE: AUG/SEPTEMBER 2025
1.1 Carefully read the quote below then answer the questions that follow in your
own words.
“Reading aloud gives pleasure to the reader and the listener. The power of a good story
draws readers and listeners in, and they want to find out what happens to the
characters. Reading for fun provides more experience with text and builds children’s
reader identities. We should not worry that we are not doing our jobs as educators if the
learners are having fun in school. Bringing joy into the classroom and helping learners
have fun is a major part of our job.”
(CHL2601 Study Guide – Learning Unit 1, 2020, p. 8)
1.1.1 What role does reading for fun play in building a positive relationship with
children’s literature?
Reading for fun creates positive emotional connections with books, so children
associate reading with pleasure rather than obligation making them more eager to
revisit stories and develop a lifelong love of reading
(Leland et al., 2013:25).
1.1.2 How do stories in children’s literature help children develop their own
identity as readers?
When children hear predictable, engaging stories, they begin to see themselves as
capable “readers,” building confidence and a sense of belonging in the reading
community (Leland, Lewison & Harste, 2013:21–22).
, 1.1.3 In what ways does reading stories help children build empathy and
understanding of others?
By “walking in characters’ shoes,” children experience diverse emotions and
perspectives, which sharpens their capacity to understand and empathize with people
whose lives differ from their own (Lynch‑Brown, Tomlinson & Short, 2011:6).
1.1.4 How did colonial influence shape early children’s literature in South Africa?
Early South African children’s books were largely imported from Britain and Europe,
emphasizing Western moral lessons and settings, with little representation of African
languages, cultures or indigenous narratives (Dippenaar et al., 2018:100–104).
1.1.5 Why is it important for children to read stories that are culturally relevant
and contextually appropriate?
Contextualized texts those reflecting learners’ own cultures and environments activate
prior knowledge, reduce cognitive conflict, and make meaning‑making more intuitive
and motivating (Pretorius & Machet, 2008:265; Louw, 2010:43).
1.1.6 What does the term “Africanisation” mean, and how does it relate to
children’s literature in Africa?
Africanisation is the process of affirming African culture and identity by integrating
indigenous knowledge, languages and worldviews into texts and curricula without
excluding other cultures to ensure children see their own heritage reflected in literature
(Makgoba, 1997:199; Louw, 2010:42).
ASSIGNMENT 8 2025
DUE SEPTEMBER 2025
,CHL2601 ASSIGNMENT 8 2025
DUE: AUG/SEPTEMBER 2025
1.1 Carefully read the quote below then answer the questions that follow in your
own words.
“Reading aloud gives pleasure to the reader and the listener. The power of a good story
draws readers and listeners in, and they want to find out what happens to the
characters. Reading for fun provides more experience with text and builds children’s
reader identities. We should not worry that we are not doing our jobs as educators if the
learners are having fun in school. Bringing joy into the classroom and helping learners
have fun is a major part of our job.”
(CHL2601 Study Guide – Learning Unit 1, 2020, p. 8)
1.1.1 What role does reading for fun play in building a positive relationship with
children’s literature?
Reading for fun creates positive emotional connections with books, so children
associate reading with pleasure rather than obligation making them more eager to
revisit stories and develop a lifelong love of reading
(Leland et al., 2013:25).
1.1.2 How do stories in children’s literature help children develop their own
identity as readers?
When children hear predictable, engaging stories, they begin to see themselves as
capable “readers,” building confidence and a sense of belonging in the reading
community (Leland, Lewison & Harste, 2013:21–22).
, 1.1.3 In what ways does reading stories help children build empathy and
understanding of others?
By “walking in characters’ shoes,” children experience diverse emotions and
perspectives, which sharpens their capacity to understand and empathize with people
whose lives differ from their own (Lynch‑Brown, Tomlinson & Short, 2011:6).
1.1.4 How did colonial influence shape early children’s literature in South Africa?
Early South African children’s books were largely imported from Britain and Europe,
emphasizing Western moral lessons and settings, with little representation of African
languages, cultures or indigenous narratives (Dippenaar et al., 2018:100–104).
1.1.5 Why is it important for children to read stories that are culturally relevant
and contextually appropriate?
Contextualized texts those reflecting learners’ own cultures and environments activate
prior knowledge, reduce cognitive conflict, and make meaning‑making more intuitive
and motivating (Pretorius & Machet, 2008:265; Louw, 2010:43).
1.1.6 What does the term “Africanisation” mean, and how does it relate to
children’s literature in Africa?
Africanisation is the process of affirming African culture and identity by integrating
indigenous knowledge, languages and worldviews into texts and curricula without
excluding other cultures to ensure children see their own heritage reflected in literature
(Makgoba, 1997:199; Louw, 2010:42).
