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PREVIEW:
Evaluating the Appropriateness of Two Texts for an Intermediate Phase FAL
Classroom
Introduction
Literature is an essential pedagogical tool in the Intermediate Phase of South African
education, especially in First Additional Language (FAL) classrooms, where it can support
language development while cultivating emotional intelligence, social awareness, and
ethical reasoning. The texts Why the Bat Flies at Night (Nalibali, 2025) and The Robin’s
Lament (Gozelski, 2024) offer unique opportunities to engage learners in narratives that
resonate with their lived experiences and developmental needs. This essay argues that
both texts are suitable for Intermediate Phase FAL learners, 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. The body of this essay will evaluate
each text separately across these dimensions, followed by a conclusion summarising the
findings.
Evaluation of Why the Bat Flies at Night
Age Appropriateness (Style and Themes)
Disclaimer:
Why the Bat Flies at Night is a traditional African folktale presented with a clear narrative
The materials provided
structure are intended
and accessible for educational
vocabulary, anditinformational
making well-suited purposes only. TheyPhase learners
for Intermediate
should aged
not be9submitted
to 12. The as story
original work or
follows used in violation
a mythological of anyto
format academic
explain institution's
why bats are nocturnal,
policies.using
The buyer is solely responsible for how the materials are used.
characters like Mamanthwane and Legotlo to teach social values. The style, rooted
in oral storytelling traditions, is rhythmic, repetitive, and uses simple sentence structures—
ideal for FAL learners still developing their linguistic competence (Nalibali, 2025). The
, Contact details:
Feel free to contact us if you need:
https://t.me/varsity_times
• Personal and unique assignments.
• Help with a specific question. +27 79 813 2475
Evaluating the Appropriateness of Two Texts for an Intermediate Phase FAL
Classroom
INTRODUCTION
Literature is an essential pedagogical tool in the Intermediate Phase of South African
education, especially in First Additional Language (FAL) classrooms, where it can support
language development while cultivating emotional intelligence, social awareness, and ethical
reasoning. The texts Why the Bat Flies at Night (Nalibali, 2025) and The Robin’s Lament
(Gozelski, 2024) offer unique opportunities to engage learners in narratives that resonate with
their lived experiences and developmental needs. This essay argues that both texts are
suitable for Intermediate Phase FAL learners, 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. The body of this essay will evaluate each text separately
across these dimensions, followed by a conclusion summarising the findings.
Evaluation of Why the Bat Flies at Night
Age Appropriateness (Style and Themes)
Why the Bat Flies at Night is a traditional African folktale presented with a clear narrative
structure and accessible vocabulary, making it well-suited for Intermediate Phase learners
aged 9 to 12. The story follows a mythological format to explain why bats are nocturnal, using
characters like Mamanthwane and Legotlo to teach social values. The style, rooted in oral
storytelling traditions, is rhythmic, repetitive, and uses simple sentence structures—ideal for
FAL learners still developing their linguistic competence (Nalibali, 2025). The themes of
jealousy, justice, and transformation are not only age-appropriate but also compelling to
learners at this stage, as they begin to form a deeper understanding of complex social
interactions. According to Pretorius and Spaull (2016), children in this age group benefit
significantly from narratives that present abstract concepts in familiar, story-based contexts,
which this folktale achieves.
Contact details:
VarsityTimes
Feel free to contact us if you need:
https://t.me/varsity_times
• Personal and unique assignments.
• Help with a specific question. +27 79 813 2475
PREVIEW:
Evaluating the Appropriateness of Two Texts for an Intermediate Phase FAL
Classroom
Introduction
Literature is an essential pedagogical tool in the Intermediate Phase of South African
education, especially in First Additional Language (FAL) classrooms, where it can support
language development while cultivating emotional intelligence, social awareness, and
ethical reasoning. The texts Why the Bat Flies at Night (Nalibali, 2025) and The Robin’s
Lament (Gozelski, 2024) offer unique opportunities to engage learners in narratives that
resonate with their lived experiences and developmental needs. This essay argues that
both texts are suitable for Intermediate Phase FAL learners, 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. The body of this essay will evaluate
each text separately across these dimensions, followed by a conclusion summarising the
findings.
Evaluation of Why the Bat Flies at Night
Age Appropriateness (Style and Themes)
Disclaimer:
Why the Bat Flies at Night is a traditional African folktale presented with a clear narrative
The materials provided
structure are intended
and accessible for educational
vocabulary, anditinformational
making well-suited purposes only. TheyPhase learners
for Intermediate
should aged
not be9submitted
to 12. The as story
original work or
follows used in violation
a mythological of anyto
format academic
explain institution's
why bats are nocturnal,
policies.using
The buyer is solely responsible for how the materials are used.
characters like Mamanthwane and Legotlo to teach social values. The style, rooted
in oral storytelling traditions, is rhythmic, repetitive, and uses simple sentence structures—
ideal for FAL learners still developing their linguistic competence (Nalibali, 2025). The
, Contact details:
Feel free to contact us if you need:
https://t.me/varsity_times
• Personal and unique assignments.
• Help with a specific question. +27 79 813 2475
Evaluating the Appropriateness of Two Texts for an Intermediate Phase FAL
Classroom
INTRODUCTION
Literature is an essential pedagogical tool in the Intermediate Phase of South African
education, especially in First Additional Language (FAL) classrooms, where it can support
language development while cultivating emotional intelligence, social awareness, and ethical
reasoning. The texts Why the Bat Flies at Night (Nalibali, 2025) and The Robin’s Lament
(Gozelski, 2024) offer unique opportunities to engage learners in narratives that resonate with
their lived experiences and developmental needs. This essay argues that both texts are
suitable for Intermediate Phase FAL learners, 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. The body of this essay will evaluate each text separately
across these dimensions, followed by a conclusion summarising the findings.
Evaluation of Why the Bat Flies at Night
Age Appropriateness (Style and Themes)
Why the Bat Flies at Night is a traditional African folktale presented with a clear narrative
structure and accessible vocabulary, making it well-suited for Intermediate Phase learners
aged 9 to 12. The story follows a mythological format to explain why bats are nocturnal, using
characters like Mamanthwane and Legotlo to teach social values. The style, rooted in oral
storytelling traditions, is rhythmic, repetitive, and uses simple sentence structures—ideal for
FAL learners still developing their linguistic competence (Nalibali, 2025). The themes of
jealousy, justice, and transformation are not only age-appropriate but also compelling to
learners at this stage, as they begin to form a deeper understanding of complex social
interactions. According to Pretorius and Spaull (2016), children in this age group benefit
significantly from narratives that present abstract concepts in familiar, story-based contexts,
which this folktale achieves.
