Exploring teachers’ challenges in teaching reading proficiency to isiZulu Foundation Phase learners at rural schools in KwaZulu-Natal

Abstract

Despite many interventions that have been implemented to address the challenges in teaching reading, few successes have been achieved. This article explores teachers’ challenges in teaching reading to isiZulu Foundation Phase learners at rural schools in KwaZulu-Natal. A phenomenological research design in the qualitative domain was adopted. Seventeen participants were selected by purposeful sampling from two Foundation Phase schools. Data was generated through two focus-group discussions, of which the transcripts were analysed through interpretive phenomenological analysis. The findings indicated that teachers seemed to have different understandings regarding which initial skills should be taught to learners to prepare them to be proficient readers. Over-reliance on scripted lesson plans hinders teachers from applying the teaching strategies that can best accommodate all their learners’ learning needs and give them time to support those who lag behind. This study recommends that a reading skills analysis be conducted for each learner either weekly or fortnightly to enable teachers to know the learners’ shortfalls and be able to offer support before problems escalate.

Exploring the Teaching of Reading for Comprehension in IsiZulu Home Language: A Bibliometric Review

“…Students' motivation to read in isiZulu is increased when they find the language enjoyable, which in turn promotes effective understanding. 38 Fostering literacy skills in isiZulu-speaking learners requires a close relationship between the effective teaching of reading comprehension and the teaching of reading in isiZulu. Teaching reading comprehension effectively involves more than just word decoding; it also entails giving students the tools they need to comprehend, evaluate, and interpret written materials.…”

“…These techniques, which include summarizing, asking questions, and formulating predictions, have a direct effect on how well students understand what they read. 44 This urges greater effort toward identifying the factors that affect teachers' professional development and learning.…”

“…Conversations in isiZulu regarding the text's topic improve language proficiency and increase understanding. 45 According to Ngema, effective reading comprehension requires an understanding of the structure of isiZulu texts as well as various genres. 46 Students can better browse and understand a variety of resources by learning about the properties of different genres and how texts are organized.…”

Teacher Self-Efficacy and Learner Assessment: A Perspective from Literature on South African Indigenous Languages in the Foundation Phase

“…A major challenge within the South African context is the lack of appropriate assessment tools and materials in indigenous languages (Cele, 2019;Majola & Madoda, 2023;Tsebe, 2021). An argument has been made that many schools in South Africa lack resources such as textbooks, learning materials, and assessment tools in the indigenous languages taught in the FP, making it difficult for teachers to adequately assess their learners' language proficiency (Mohlabane, 2021;Ngema, 2021). In addition, the prevailing shortage of qualified teachers who are proficient in indigenous languages means that some teachers may lack the necessary language skills to accurately assess learners' language development (Romski et al, 2018;Wildsmith-Cromarty et al, 2022).…”