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 Senior 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.
Teaching the different language skills
Listening and speaking Listening and speaking are key skills that learners acquire in their earlier years of schooling, and continue to build upon in the Senior Phase.
A lesson should involve a text being explored through listening and speaking activities. Following reading, meaningful discussion should take place based on the learners’ responses to the texts, which may create a natural link to further teaching based on the topic presented in the text. This English Home Language series supports
listening and speaking in the following ways: • Listening and speaking is thoroughly covered in
the teaching guidelines in this Teacher’s Guide, and teachers are given guidance on how to guide class discussions.
• Listening skills are developed as learners practise listening for detail and for identifying key points.
• Speaking skills are developed as learners practise presenting their ideas and discussing concepts with their classmates. Learners will grow in confidence and assertiveness in communicating.
• Learners develop skills of communication for social purposes.
• Listening and speaking incorporates a wide range of text types, such as newspaper articles, biographies, dialogues, plays and folklore. Learners will become familiar with the purpose and structure of varied text types.
• New words can be identified in the text, and used to develop learners’ vocabulary. This can lead easily into learners practising dictionary work.
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