The use of Wit oemfaan (F.A. Venter) in an imagological framework for the teaching of Afrikaans as additional language The multicultural additional-language classroom has its own characteristics and requirements. An important element to keep in mind is that learners come from different cultures and all of them have their own perceptions of themselves, their own and other cultures. These perceptions can lead to conflict - something the educator has to deal with. Opportunities can be provided to work through the conflict and thereby facilitate intercultural understanding. Learners can be encouraged to become aware of their own stereotypes of the Other, which are influenced by historical and social realities and based on misperceptions. In order to grow in intercultural understanding, learners have to let go of their stereotypes and become willing to integrate the Other into their own identity. This article attempts to indicate why and how learners can be made aware of national and ethnic stereotypes in a youth text such as Wit oemfaan(1965) by F.A. Venter. The main aim is to train teacher educators at tertiary level to facilitate the learning process in an integration model for literature teaching by using imagology as theoretical framework. The teaching strategies aim to make the learner aware of the narrative voice and focalisation in the representation of stereotypes. The learner is guided to be confronted with the Self in the story, who is in unusual contact with the Other. This intercultural encounter in the secondary world of the literary text leads eventually to the maturation of the main character and can facilitate the maturation process of the additional-language learner of Afrikaans in the Further Education and Training phase at school. Die multikulturele addisioneletaal-klaskamer het unieke kenmerke en vereistes. 'n Belangrike element van hierdie konteks waarmee die opvoeder moet rekening hou, is dat die leerders uit verskillende kulture afkomstig is en almal hul eie persepsies van hulself, en hul eie en ander kulture in die klaskamer inbring - iets wat tot konflik kan lei. Die opvoeder kan aan die hand van letterkunde-onderrig geleenthede skep wat interkulturele begrip kan fasiliteer. Op hierdie manier kan leerders aangemoedig word om bewus te word van hulle eie stereotipes van die Ander, wat beïnvloed is deur historiese en sosiale werklikhede en dikwels op wanopvattings gebaseer is. Hierdie artikel toon aan hoekom en hoe leerders bewus gemaak kan word van nasionale en etniese stereotipes in 'n jeugteks soos Wit oemfaan(1965) deur F.A. Venter. Die uiteindelike bedoeling van die artikel is om aspirant-opvoeders op tersiêre vlak op te lei ten einde in die letterkundeonderrigproses gebruik te maak van die imagologie as teoretiese raamwerk binne 'n integrasiemodel vir letterkunde-onderrig. Die onderrigstrategieë beoog om die leerder bewus te maak van die narratiewe stem en fokalisering binne 'n raamwerk waarin stereotipes uitgebeeld word. Die leerder word in dié proses gekonfronteer met die Self in die verhaal, wat in ongewone kontak met die Ander is. Hierdie interkulturele ontmoeting in die sekondêre wêreld van die literêre teks lei tot die hoofkarakter se groei tot volwassewording en kan ook die volwassewordingsproses van die addisioneletaal-leerder van Afrikaans in die Verdere Onderwys en Opleidingskoolfase fasiliteer.