Word recognition is a major component of fluent reading and involves an interaction of language structure, orthography, and metalinguistic skills. This study examined reading strategies in isiXhosa and the transfer of these strategies to an additional language, English. IsiXhosa was chosen because of its agglutinative structure and conjunctive orthography. Data was collected at two schools which differed with regards to their language of learning and teaching (LoLT) in the first three years of schooling: isiXhosa and English respectively. Participants completed a wordand pseudo-word reading aloud task in each of two languages which hypothetically impose different cognitive demands. Skills transfer occurs to a limited extent when the language of first literacy uses a transparent orthography, but is less predictable when the language of first literacy uses an opaque orthography. We show that although there is transfer of word recognition strategies from transparent to deep orthographies, felicitous transfer is limited to sublexical strategies; infelicitous transfer also occurs when lexical strategies are transferred in problematic ways. The results support the contention that reading strategies and cognitive skills are fine tuned to particular languages. This study emphasises that literacies in different languages present readers with different structural puzzles which require language-particular suites of cognitive reading skills. Keywords: Foundation phase education; multilingual education; reading; word recognition; automaticity; isiXhosa reading

Although ANAs show language-conditioned problems in reading comprehension and decoding ability, most South African research focuses disproportionately on (a) English and Afrikaans and (b) macro approaches to literacy rather than formal and psycholinguistic analyses of reading. Obviously African languages are structurally and typologically different to English and Afrikaans; reading strategies required for the mechanics of reading are necessarily different and should be supported by languagespecific pedagogies. We argue for research programmes that situate reading pedagogy within the language-specific spaces defined by Linguistic approaches to understanding (a) orthography, (b) cognitive reading skills and models and (c) indigenous, languagespecific norms and resources.

No abstract

No abstract

Agreement usually operates in a one-to-one fashion where an agreement target is matched to a source of agreement. However, when there is more than one source (for example, in preverbal coordination constructions) agreement mismatches occur. These may be resolved either through partial agreement with only a single source, or by various resolution strategies. Bantu languages with their rich noun-class system are an ideal domain to explore resolution strategies. This paper examines the phenomenon of subject-verb agreement with preverbal coordinated DPs in Sesotho (S33) and outlines an Optimality Theoretic analysis of the various strategies that speakers use to negotiate subject verb agreement.