ENG1516

APPLIED ENGLISH LITERATURE FOUNDATION PHASE FIRST ADDITIONAL

LANGUAGE

NAME AND SURNAME:

STUDENT NUMBER:

DATE:

FIRST EXAMINER: DR. MARY-ANNE POTTER

SECOND EXAMINERS: MR. JEFFREY SHISINGA, DR. LIDA KRÜGER

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QUESTION 1

A folktale, to me, is a story that has been passed down through generations by word
of mouth. It’s usually told to teach a lesson or share some cultural values. The
characters can be animals, people, or even magical beings, and these stories help
me understand the traditions and beliefs of a particular culture.

QUESTION 2

Question 2.1

My experience has shown that exposing kids to nursery rhymes has numerous
advantages, especially when it comes to improving their linguistic and cognitive
development. From what I’ve seen, youngsters can learn to recognize patterns and
sounds that are crucial for reading by repeating nursery rhymes, which helps them
with memory and understanding (Practical Outcomes, 2023; Pambarnhill, n.d.).
Furthermore, I believe that by presenting new words in an entertaining and
captivating manner, these rhymes develop a love of language and increase
vocabulary as well as speech articulation (Cognitive, n.d.; Clever Bee Academy,
n.d.). I’ve found that using nursery rhymes in my encounters with kids has generally
worked well for helping them reach their developmental goals.

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Question 2.2

I can recognize two literary devices in the nursery rhyme:

1. Repetition: In the sentence “Abby the Pup loves to run, run, run,” the word “run”
appears twice. This makes the poetry easier for kids to follow along with and helps
establish a rhythm.

2. Rhyme: I think the poem’s usage of rhyming terms, such as “run” and “fun,” makes the
rhyme appealing to read. I can recall the poem more readily because of these rhymes.

Question 2.3

I think nursery rhymes’ text and picture complement each other so wonderfully that
learners can understand the rhymes’ overall meaning. This combination, in my
opinion, improves kids’ comprehension and enjoyment of the content in a number of
ways.

Nursery rhyme illustrations offer crucial visual context that facilitates understanding.
When I read a rhyme with vivid pictures, I observe how the pictures portray important
characters and locations, which helps kids relate to and remember the story (Loy,
n.d.). Young learners are better able to connect words with meanings thanks to this
visual aid, which also helps them remember the rhyme.

Children’s attention is captured and greater engagement is fostered, in my observation,

when text and imagery are combined. I observe how much more engaged kids get in the
story when I read nursery rhymes with vibrant illustrations. A stronger desire to engage in

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reading activities is frequently the result of this increased engagement (Practical Outcomes,
2023). Children’s curiosity is piqued and encouraged to investigate the story further by
captivating visuals.

I understand that nursery rhymes’ rhythmic and repetitive elements support vocabulary
development and phonemic awareness. Learning is made more fun and early language
development is supported by the interaction between text and image (Clever Bee Academy,
n.d.; Healy, n.d.). For example, children practice pronouncing new words and learn new
words in a context that improves their understanding when they recite rhymes while viewing
corresponding images.

An emotional connection to the content is also facilitated by the language and imagery
together. Kids frequently develop ties to the characters in picture books, which can help
them enjoy learning more (Loy, n.d.). Developing a lifetime love of reading and storytelling
requires this kind of emotional engagement.

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QUESTION 3

Question 3.1

There are various African folktale categories into which the tale “How The
Tortoise Got The Cracks On His Shell” can be placed. Here are three potential
categories, in my opinion:

Stories about Animals: Given that it includes anthropomorphized animals—

specifically, the tortoise and the birds—I think this tale belongs in the category of
animal tales. This trait is prevalent in animal tales, where animals frequently use their
experiences and behaviors to teach moral lessons (Baba, 2020).

Stories about Tricksters: The Tortoise, in my opinion, is a typical trickster figure.

Using their cunning and intelligence to overcome obstacles, trickster figures can
sometimes bring themselves to ruin in numerous African folktales (Abrahams, 1983).
Its sly ways are best illustrated by the tortoise.

Moral Tales: I believe this story teaches an important moral lesson about greed and
the results of one’s actions. A lesson in humility and sharing is provided by the
tortoise’s eventual pain caused by his desire to eat everything for himself (Harris,
2019). Because it highlights the importance of taking others into consideration, I find
resonance in this lesson.

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Question 3.2

The story of “How the Tortoise Got the Cracks On His Shell” has a distinct form that
is common to folktales from Africa. To begin his voyage, the tortoise is told by the
birds about a feast that is taking place in the heavens. He deftly convinces the birds
to lend him their feathers, which enables him to reach the feast and take all the food
for himself. His act of avarice ultimately brings him to ruin as the birds steal his
feathers, leaving him unable to make a safe return. The endeavor to land safely
ultimately ends in a broken shell, which acts as a permanent reminder of the
repercussions of his actions (Ukala, 1992; [Link], n.d.).

Question 3.3
Moral Lessons: The capacity of folktales to impart moral lessons is one of their main
qualities. I see that the Tortoise’s greed brings about his demise in this story, which serves as
a lesson in the negative effects of selfishness. This is consistent with my understanding that
folktales frequently impart moral lessons ([Link], n.d.).

Personification: I’ve noticed that another prevalent element in folktales is the usage
of anthropomorphized characters, like the Birds and the Tortoise. I can relate to the
characters more because of this personification, which also makes their choices and
actions more understandable (August House, n.d.). For instance, I can relate to the
Tortoise’s clever conduct because it exemplifies human characteristics like greed and
dishonesty.

Simple Plot Structure: Folktales, in my experience, usually have an understandable, simple

plot structure. The storyline of this story develops from the tortoise’s hunger to his cunning
scheme and final demise. For readers like me, this narrative’s accessibility and engagement
are maintained by its simplicity (Vedantu, n.d.). It effectively communicates the moral of the
story.

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QUESTION 4

Question 4.1

Basic story Structure: From my experience, folktales typically have a clear, basic
story structure. The tortoise’s plot progresses from his hunger to his crafty plan and
ultimate demise. The narrative’s simplicity sustains its accessibility and interest for
readers such as myself (Vedantu, n.d.). The story’s lesson is conveyed in an effective
manner.

The way I view the illustration is also greatly influenced by the way space and
perspective are used. The child leaping through the air appears closer to the viewer
due to its larger size, whereas the second child sitting on the ground appears farther
away. This contributes to the scene’s sense of motion and intensity. The children are
framed by the tree and leaves in a way that highlights their actions, and the
composition is also well-balanced. The grass and foliage’s textures give the scene
more depth and authenticity, which enhances its sense of richness and immersion.
Together, these components give the illustration a lively, dynamic feel that captures
the delight of the kids playing.

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QUESTION 5

Question 5.1

This pillar, known as Cognitive Academic Language Proficiency (CALP), highlights

the value of helping students improve their academic language abilities, which are
essential for success in educational environments. In my opinion, teaching students
how to analyze, synthesize, and evaluate information in academic environments is a
key component of CALP. According to Cummins (2000), it is imperative that students
interact with complicated texts and take part in higher-order thinking exercises.

The social language abilities that students require for daily interactions are the
emphasis of the Basic Interpersonal Communication Skills (BICS) pillar. I am aware
that one of the objectives of BICS is to teach students how to interact with others
informally, such during conversations. According to Cummins (2000), these abilities
are necessary for fostering relationships and establishing a safe learning
environment.

Cummins emphasizes the need of integrating students' cultural origins into the educational
process in relation to the concept of cultural context. It is my observation that students'
motivation and involvement can be increased by acknowledging and appreciating their varied
experiences. Teachers can make learning more relevant and meaningful by tying teachings to
their cultural contexts (Cummins, 2001).

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Question 5.2
I would use Cummins’ pillars to teach the poem “Don’t Lie Little Child” to a foundation
phase class. In order to build a sense of community and ease in sharing, I would first
concentrate on Basic Interpersonal Communication Skills (BICS) by encouraging
students to talk about their feelings about honesty in small groups. After that, I would
highlight Cognitive Academic Language Proficiency (CALP) by walking them through
the vocabulary of the poem and posing questions that encourage analysis of its
themes, which include consequences and trust. In order to make the lesson more
relevant and interesting for the students, I would also incorporate Cultural Context by
asking them to share personal stories about being honest.

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QUESTION 6

In retrospect, I believe that the examination paper provided me with a significant

chance to put the abilities and information I had learned during the module to use. I
felt comfortable answering the questions as they were well-structured and related to
what we had studied. The questions that asked me to evaluate stories and poetry
were really fun for me to respond to because they gave me a chance to share my
opinions. The thorough study materials and class discussions helped me feel well-
prepared for the paper overall. This encounter strengthened my grasp of the material
and pointed out places for improvement.

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SOURCES CONSULTED:

 Abrahams, R.D. (1983). African Folktales: Traditional Stories of the Black

World. New York: Pantheon Books. Available at:
[Link]
abrahams/ (Accessed: 9 October 2024).
 August House (n.d.). Why Are Folktales Important? Available at:
[Link] (Accessed: 9
October 2024).
 Baba, S. (2020). The Role of Animal Tales in African Folklore. Available at:
[Link]
folklore/ (Accessed: 9 October 2024).
 Clever Bee Academy (n.d.). 10 Benefits of Nursery Rhymes for Your Child’s
Development. Retrieved from [Link]
nursery-rhymes/ (Accessed: 9 October 2024).
 Cognitive (n.d.). The Benefits of Nursery Rhymes for Children. Retrieved from
[Link]
(Accessed: 9 October 2024).
 Harris, J. (2019). The Importance of Moral Lessons in African Folktales.
Available at: [Link]
lessons-in-african-folktales/ (Accessed: 9 October 2024).
 Healy, L. (n.d.). The Benefits of Nursery Rhymes on Preschool Development.
Retrieved from [Link] (Accessed: 9
October 2024).
 Loy, C. (n.d.). 7 Useful Benefits of Nursery Rhymes. Retrieved from
[Link] (Accessed: 9
October 2024).
 Practical Outcomes (2023). The Benefits of Nursery Rhymes for Children.
Retrieved from [Link]
children/ (Accessed: 9 October 2024).
 [Link] (n.d.). Folktale Lesson for Kids: Definition & Examples. Available
at: [Link]
[Link] (Accessed: 9 October 2024).

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  Vedantu (n.d.). Folktale Stories With Moral Lessons for Kids. Available at:
[Link] (Accessed: 9 October 2024).

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