races, ages, ability levels and socio- economic backgrounds. The key way in which diversity is


encouraged is the absence of stereotypes and prejudice in the Learner’s Book, Reader and Teacher’s Guide components of this series. A diverse range of material is presented, in order to represent and cater for the heterogeneous South African society. This is vital in promoting tolerance and on going nation-building in South Africa.


Integration


Each component in this series (Learner’s Book, Reader and Teacher’s Guide) does not work in isolation from the others, but rather they complement and build upon one another. Likewise, they are not independent from other subjects. This Teacher’s Guide has been developed to foster integration both within the language skills and across the content subjects. This integration is effective in eliminating contradictions or redundancy across subjects in order to provide learners with effective and cohesive language teaching support materials.


Teaching English


Home Language This English Home Language series has been especially developed to meet the needs of teaching English Home Language.


Language teaching approaches


This series supports the communicative and text-based approaches laid out in the CAPS. The course is also process- orientated, supporting learners in mastering their Home Language.


Communicative approach


The communicative approach to language teaching means that when learning a language, a learner should have a great deal of exposure to the language. Language learning should be a natural process, involving many opportunities to practise and produce the language. In this process, learners will make mistakes as part of their language learning. Mistakes may be corrected but the main focus will be on


Teaching the different language skills


Listening and speaking


Listening and speaking are key skills that learners acquire in Grades R–3, and continue to build upon in the Intermediate Phase. The lesson involves a text being read aloud for learners to listen to. Following reading, meaningful discussion should take place based on


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communicating meaning for a real purpose.


Text-based approach


A text-based approach to language learning focuses on exploring how texts work. The purpose of a text-based approach is to enable learners to become competent and critical readers, writers, viewers and designers of texts. It involves listening to, reading, viewing and analysing texts to understand how they are produced and what their effects are. Through this critical interaction, learners develop the ability to evaluate texts. The text-based approach also involves producing different kinds of texts for particular purposes and audiences. This approach is informed by an understanding of how texts are constructed. Texts are produced in particular


contexts, i.e. with particular purposes and audiences in mind. Learners need a “meta-language” to discuss texts, i.e. they need the words to describe different aspects of grammar, vocabulary and style and how these function in texts.


Process-orientated teaching of language


Language teaching should be process- orientated to allow learners to successfully acquire the different language skills. The Intermediate Phase CAPS specifies the processes that should be followed for the teaching of Reading and Viewing and for Writing. In brief, the processes ensure that learners move through different stages when reading or writing a text to ensure that they develop reading and writing skills successfully. The different stages of the processes are unpacked when Reading and Viewing and Writing are discussed in more detail.


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