The experiences of educators in teaching reading of isiZulu in the foundation phase schools at King Cetshwayo district

The study aimed at evaluating educators’ experiences of teaching reading of isiZulu in the Foundation Phase schools at King Cetshwayo District. In this study, the researcher chose King Cetshwayo District and Mthunzini circuit as a field of investigation. The investigation was carried out using a qualitative research method. The study adopted interpretivist research paradigm. It targeted the Foundation Phase schools where a sample of 3 primary schools were selected and 2 teachers from each Foundation Phase class were targeted. In total, there were six (6) teachers who participated in the study. The study used purposive sampling to select educators from the Foundation Phase schools. Semi-structured interviews were conducted among the six teachers where open-ended questions were used, which had to be addressed by the teachers. The findings revealed that the majority of teachers had common experiences when teaching reading of isiZulu in the Foundation Phase class. The teachers articulated that learners pass Grade One (1) before knowing and clearly understanding different phonics; leaners confused letters “b” and “d”; and teachers were also experiencing overcrowding in classrooms. The study findings also revealed that teachers face a number of challenges. The teachers raised the concern that leaners find it difficult to identify sounds, due to poor background for reading; leaners were unable to differentiate between single phonics and double phonics; poverty was another big problem; and lack of teaching resources. The teachers pointed out that they employ various strategies in trying to reinforce reading skills among Foundation Phase learners. They indicated that they use talking toys, charts, flash discs and different colourful books to enhance the teaching of reading of isiZulu among leaners. The study recommends that in order for teachers to effectively teach reading in the foundation schools, the schools must have enough classes to accommodate leaners that are always overcrowded in classrooms. There is also an urgent need for the Department of Education to work closely with teachers to support them in reducing problems that hinder the mastering of reading by Foundation Phase learners.

Grantor dc:publisher.institution

University of Zululand

Year dc:date.issued

2019

Author dc:creator

• Mdletshe, Nelisiwe Jummie

• isiZulu language
• foundation phase schools

Licence

• https://devspace.unizulu.ac.za/bitstreams/433d67fa-2927-44ce-b048-739f644f8fa4/download