Slide 2


Nurturing Excellence



First Additional Language is the language learned in addition to one’s home language. Learning a first additional language promotes multilingualism and intercultural communication. First Additional Languages provide for levels of language proficiency that meet the threshold levels necessary for effective learning across the curriculum, as learners may learn through the medium of their First Additional Language in the South African context. This includes the abstract cognitive academic language skills required for thinking and learning. This applies to all official languages. Listening, speaking and language usage skills will be further developed and refined, but the emphasis at this level will be on developing the learners’ reading and writing skills.
In the subject First Additional Language, learners will:

  • Study the language skills required for academic learning across the curriculum.
  • Learn listening, speaking, reading/viewing and writing/presenting skills that will enable them to appreciate and enjoy texts. These skills will enable them to listen, read/view and write/present with confidence. These skills and attitudes form the basis for life-long learning.

Use Language Appropriately

  • Use language appropriately in real-life contexts, taking into account audience, purpose and context.
  • Express and justify, orally and in writing, their own ideas, views and emotions confidently in order to become independent and analytical thinkers.
  • Use language and their imagination to find out more about themselves and the world around them. This will enable them to express their experiences and findings about the world orally and in writing.
  • Use language to access and manage information for learning across the curriculum and in a wide range of other contexts. Information literacy is a vital skill in the ‘information age’ and forms the basis for lifelong learning.
  • Use language as a tool for critical and creative thinking. This objective recognises that knowledge is socially constructed through the interaction between language and thinking.
  • Express their opinions on ethical issues and values. In order to develop their own value system, learners engage with texts concerning human rights and responsibilities such as the rights of children, women, the disabled, the aged and issues linked to race, culture, ideology, class, belief systems, gender, HIV and AIDS, Freedom of expression, censorship and the environment.
  • Interact critically with a wide range of texts. Learners will recognise and be able to challenge the perspectives, values and power relations that are embedded in texts.
  • Read texts for various purposes.