, ENG2613 Assignment 3 (COMPLETE ANSWERS)
Semester 2 2025 - DUE 4 August 2025; 100%
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THREE ESSAYS PROVIDED.
Evaluating the Appropriateness of Two Texts for an Intermediate
Phase FAL South African Classroom
Introduction
The selection of appropriate literature in a First Additional Language
(FAL) classroom is essential to ensure learner engagement, emotional
growth, and linguistic development. In the Intermediate Phase (Grades
4–6), learners are at a critical stage of both language acquisition and
personal development. Therefore, texts selected for this age group
should be relevant, accessible, and aligned with educational goals. This
essay evaluates the suitability of two texts for use in a South African
Intermediate Phase FAL classroom. The evaluation is based on four key
criteria: age appropriateness in terms of style and themes, moral and
ethical learning, emotional and mental development, and the promotion
of inclusivity. By applying these criteria to both texts, this essay argues
that while both offer learning potential, only one fully supports holistic
learner development across the specified dimensions.
1. Age Appropriateness in Terms of Style and Themes
The first criterion involves assessing whether the language style, length,
and thematic content of the texts are suitable for Intermediate Phase
learners aged approximately 9–12 years. The first text (Text A) uses
simple sentence structures, a clear narrative arc, and familiar vocabulary,
making it accessible for FAL learners. The themes—such as friendship,
Semester 2 2025 - DUE 4 August 2025; 100%
TRUSTED Complete, trusted solutions and
explanations.
THREE ESSAYS PROVIDED.
Evaluating the Appropriateness of Two Texts for an Intermediate
Phase FAL South African Classroom
Introduction
The selection of appropriate literature in a First Additional Language
(FAL) classroom is essential to ensure learner engagement, emotional
growth, and linguistic development. In the Intermediate Phase (Grades
4–6), learners are at a critical stage of both language acquisition and
personal development. Therefore, texts selected for this age group
should be relevant, accessible, and aligned with educational goals. This
essay evaluates the suitability of two texts for use in a South African
Intermediate Phase FAL classroom. The evaluation is based on four key
criteria: age appropriateness in terms of style and themes, moral and
ethical learning, emotional and mental development, and the promotion
of inclusivity. By applying these criteria to both texts, this essay argues
that while both offer learning potential, only one fully supports holistic
learner development across the specified dimensions.
1. Age Appropriateness in Terms of Style and Themes
The first criterion involves assessing whether the language style, length,
and thematic content of the texts are suitable for Intermediate Phase
learners aged approximately 9–12 years. The first text (Text A) uses
simple sentence structures, a clear narrative arc, and familiar vocabulary,
making it accessible for FAL learners. The themes—such as friendship,
