CHL2601
ASSIGNMENT 7 2025
DUE AUGUST 2025
,CHL2601 ASSIGNMENT 7 2025
DUE: AUGUST 2025
QUESTION 1
1.1 Carefully read the quote below then answer the questions that follow in your
own words.
“Africanisation is about affirming the African culture and its identity in a world
community. It involves incorporating, adapting and integrating other cultures into and
through African visions to provide evolution and flexibility. Africanisation is therefore a
process of defining or interpreting African identity and culture.”
(CHL2601 Study Guide – Learning Unit 1, 2020, p.3)
1.1.1 Why is it important for learners to have access to books that represent their
cultural heritage and identity?
Access to books that represent learners’ cultural heritage and identity is important
because it helps children see themselves reflected in stories, which builds a sense of
belonging and pride. When learners recognise characters, settings or traditions that
mirror their own lives, they are more motivated to engage with reading and to develop
positive reader identities
(Leland, Lewison & Harste, 2013:21–22; Louw, 2010:43).
1.1.2 Stories support moral reasoning and a sense of right and wrong by placing
characters in situations where they must make ethical choices. As learners follow a
, character’s decision and observe the consequences, they naturally compare these with
what they might do themselves, helping them to formulate their own moral judgments
(Lynch‑Brown, Tomlinson & Short, 2011:6; Finazzo, 1997:14).
1.1.3 Africanisation ensures that learners’ literature reflects South African experiences
by privileging texts drawn from African worldviews, languages and traditions. It involves
adapting and integrating stories so that the cultural values, histories and realities of
African learners are affirmed, reducing cognitive conflict between a Western‑centric
curriculum and learners’ lived contexts (Makgoba, 1997:199; Louw, 2010:42–43).
1.1.4 The four main genres differ
Poetry - uses rhythm, rhyme and imagery to evoke emotions and explore ideas in
condensed form (Norton et al., 2011:160).
Drama - presents stories through dialogue and action, often meant for performance
and engaging learners kinesthetically (Dippenaar et al., 2018:100).
Fiction - tells imagined stories with characters and plots, allowing learners to
explore alternative worlds and perspectives (Finazzo, 1997:13).
Non‑fiction - conveys factual information about real people, places or events,
helping learners build knowledge of the world (Marais & Evans, 2018:87).
1.1.5 Literature can be defined as any written or oral text valued for its artistic or
intellectual merit. Its main forms include poetry, drama, fiction (novels, short stories) and
non‑fiction (biographies, informational texts) (Norton et al., 2011:158; Lynch‑Brown et
al., 2011:6).
1.1.6 Emergent literacy is the earliest phase of literacy development in which children
begin to understand that print carries meaning, even before they can read or write
conventionally. It emerges through interactions with books such as shared reading and
ASSIGNMENT 7 2025
DUE AUGUST 2025
,CHL2601 ASSIGNMENT 7 2025
DUE: AUGUST 2025
QUESTION 1
1.1 Carefully read the quote below then answer the questions that follow in your
own words.
“Africanisation is about affirming the African culture and its identity in a world
community. It involves incorporating, adapting and integrating other cultures into and
through African visions to provide evolution and flexibility. Africanisation is therefore a
process of defining or interpreting African identity and culture.”
(CHL2601 Study Guide – Learning Unit 1, 2020, p.3)
1.1.1 Why is it important for learners to have access to books that represent their
cultural heritage and identity?
Access to books that represent learners’ cultural heritage and identity is important
because it helps children see themselves reflected in stories, which builds a sense of
belonging and pride. When learners recognise characters, settings or traditions that
mirror their own lives, they are more motivated to engage with reading and to develop
positive reader identities
(Leland, Lewison & Harste, 2013:21–22; Louw, 2010:43).
1.1.2 Stories support moral reasoning and a sense of right and wrong by placing
characters in situations where they must make ethical choices. As learners follow a
, character’s decision and observe the consequences, they naturally compare these with
what they might do themselves, helping them to formulate their own moral judgments
(Lynch‑Brown, Tomlinson & Short, 2011:6; Finazzo, 1997:14).
1.1.3 Africanisation ensures that learners’ literature reflects South African experiences
by privileging texts drawn from African worldviews, languages and traditions. It involves
adapting and integrating stories so that the cultural values, histories and realities of
African learners are affirmed, reducing cognitive conflict between a Western‑centric
curriculum and learners’ lived contexts (Makgoba, 1997:199; Louw, 2010:42–43).
1.1.4 The four main genres differ
Poetry - uses rhythm, rhyme and imagery to evoke emotions and explore ideas in
condensed form (Norton et al., 2011:160).
Drama - presents stories through dialogue and action, often meant for performance
and engaging learners kinesthetically (Dippenaar et al., 2018:100).
Fiction - tells imagined stories with characters and plots, allowing learners to
explore alternative worlds and perspectives (Finazzo, 1997:13).
Non‑fiction - conveys factual information about real people, places or events,
helping learners build knowledge of the world (Marais & Evans, 2018:87).
1.1.5 Literature can be defined as any written or oral text valued for its artistic or
intellectual merit. Its main forms include poetry, drama, fiction (novels, short stories) and
non‑fiction (biographies, informational texts) (Norton et al., 2011:158; Lynch‑Brown et
al., 2011:6).
1.1.6 Emergent literacy is the earliest phase of literacy development in which children
begin to understand that print carries meaning, even before they can read or write
conventionally. It emerges through interactions with books such as shared reading and
