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Background

ISIZULU TEACHERS’ PERCEPTIONS OF THE LITERACY FOUNDATIONS FOR LEARNING PROGRAMME IN FOUR TOWNSHIP PRIMARY SCHOOLS T. Mbatha , School of Education & Development, University of KwaZulu-Natal. Background . Many studies e.g. Results of the Progress in International Reading Literacy (PIRLS 2006).

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Background

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  1. ISIZULU TEACHERS’ PERCEPTIONS OF THE LITERACY FOUNDATIONS FOR LEARNING PROGRAMME IN FOUR TOWNSHIP PRIMARY SCHOOLST. Mbatha, School of Education & Development, University of KwaZulu-Natal

  2. Background • Many studies e.g. Results of the Progress in International Reading Literacy (PIRLS 2006). • Reading difficulties were the main problem. • South African Department of Education Systemic Evaluation (2007) showed that the Grade 3 achievement score was 36% in Literacy. • Fleisch (2008) also reported a ‘crisis’ in South African education due to poor literacy skills. (See also Kruizinga & Nathanson, 2010).

  3. Motivation • PGCE Dual medium FP programme • To address need for isiZulu Literacy MT teachers • Curriculum Assessment Policy Statement (CAPS) will introduce EFAL & HL is still a great focus • Study is not generalisable – limited to 4 township schools/14 FP teachers. • Data collection conducted in 2010 before the ANA results

  4. What was the real purpose of the FLP? • In response to all the above crises, in 2008, the DoE introduced the FLC. (FLP in this paper). • The Foundations for Learning Campaign was intended to create a national focus to improve the reading, writing and numeracy abilities for all South African children (Gazette, No. 30880, 2008) • It was to further provide teachers and schools with clear directives on the Department of Education’s expectations of schools and teachers to achieve the expected levels of performance.

  5. Objectives of this paper • To understand how isiZulu Home Language teachers understand the purpose of the Foundations for learning programme. • To identify teachers’ perceptions of using isiZulu as a language of learning and teaching (LoLT) in Foundation Phase & classrooms as a way of teaching Literacy. • To explore the challenges that teachers face when teaching isiZulu Literacy lessons in the context of the FLP.

  6. Research Questions • What are the isiZulu teachers’ understandings of the purpose and goals of the Foundations for Learning Programme (FLP)? • What is the teachers pedagogic knowledge and understandings that inform their teaching of the FLP? • How do teachers perceive use of isiZulu as a language of learning and teaching in Foundation Phase classrooms in order to achieve the goals of the FLP?

  7. Familiar discourses about teaching Literacy in teaching early literacy & theoretical underpinnings • Discourses in this study provide a tool for investigating how isiZulu teachers understand the FLP and helps to unpack their perceptions towards the FLP. • (Kress, 1989:7) defined discourses as ... systematically organised sets of statements which give expression to the meanings and values of an institution.

  8. Familiar discourses in South Africa on teaching Literacy cont… • Literacy in a home language (HL) • Balanced approach to literacy • guided reading and guided writing •  National Curriculum Statement (NCS) (DoE, 2002. • Language in Education Policy (1997) & • Foundation for Learning Programme (FLP) (DoE, 2008). • National Reading Strategy (NRS) (DoE, 2008)

  9. A Literacy focus in the policy documents • The NCS stipulates that teaching in the Foundation Phase should be conducted in the home language of learners. • The FLP provides milestones for learners to be covered & teaching approaches • The LiEP Literacy development in the MT in a multilingual/ additive bilingual approach. • NRS further attempts to address the reading question

  10. A Balanced approach to literacy • Does not require learners to complete a readiness programme (McGuinees 2004). • Promotes a Literacy acquisition through a text-based approach and theory. • Involves different reading & teaching methods & strategies, depending on the specific learners’ needs & progress. • Reading and writing should be taught side by side • Combines reading methods such as the phonic, language experience method & whole language.

  11. Guided reading & writing • The theoretical underpinnings of guided reading are based on Vygotsky’s social constructivist theory and a balanced instructional approach. • Modelling & scaffolding are used to teach children reading with understanding • The FLP also draws from these premises of guided reading and writing.

  12. Guided Reading • Guided Reading is a strategy to improve reading comprehension in the literacy classroom. • Teachers teach children how to construct meaning independently from a text under a teachers’ supportive guidance (Kryizinger & Nathanson (2010), READ (2009). • Focuses on constructing meaning while using problem solving strategies to figure out words learners don’t know, dealing with tricky sentence structure, and understanding concepts and ideas learners have not previously met in print.

  13. Guided Reading • Teachers use explicit methods to teach comprehension • Teachers teach children the meta-language and strategies for comprehension such as prediction, questioning, connecting etc. • Guided reading also teaches children how to construct meaning of a text through cognitive and social processes.

  14. Interviews with teachers • Sample size • N=14 FP Teachers from 4 township schools teaching Literacy in isiZulu outside Pietermaritzburg Open-ended interview questions based on: • Teachers’ general perception of the FLP • Training guidelines provided for teaching literacy the FLP • Knowledge of appropriate teaching methods for teaching reading & writing • The LOLT and resources for teaching isiZulu Literacy

  15. Positive & negative teachers’ perceptions of the FLP • Findings suggest that some teachers seemed to confuse the FLP as another change of the curriculum replacing the NCS. • It says learners should be taught in their HL • It is good for literacy • It still needs to be clearly introduced to educators • It is a good programme but teachers are overloaded with work • Teaching methods & assessment methods are not explained • I haven’t spent quality time • Education changes now and then

  16. Guidelines for the FLP & Knowledge of appropriate R & W teaching methods • Although sporadic workshops were conducted in 2008/9, not all the teachers understand what needs to be done. • Teachers said only the content guidelines were clear but no clear method for teaching reading & writing and other teaching approaches. • None showed an understanding of guided reading, shared reading and the balanced approach to teaching literacy. • The Handbook by READ for teaching reading in the early years to supplement to the FLP was unknown

  17. The LOLT and resources for teaching isiZulu Literacy • Using isiZulu to teach Literacy was juxtaposed with the shortage of teaching resources in isiZulu. • The LiEP and the NCS are explicit in stating the importance of using the learners’ home language as a LoLT & Literacy acquisition. • However, the teachers rightfully pointed out that there were no clear guidelines of the FLP in isiZulu.

  18. Reflections on the findings • Lack of the FLP in various languages e.g.isiZulu make isiZulu & others indigenous languages play second fiddle to English. • Teaching resources in African Languages & isiZulu are seriously lacking. • According to this study, the paucity of isiZulu materials has a negative impact on the teaching of Literacy in isiZulu as home language. • Many teachers resort to teaching Literacy in English although they do not teach EFAL well either.

  19. More reflections on the findings • After the RNCS the curriculum has not changed. FLP is a innovation based on the NCS. • It is a supplement, but not a replacement to the NCS in order to improve learner performance in reading and writing. • Weak knowledge of the pedagogy of Literacy & paucity of appropriate materials in isiZulu Literacy skills as well understanding the purpose compromise the achievement the anticipated impact of the FLP.

  20. Conclusion • Teachers’ understandings of pedagogy Literacy were very superficial. • There was no concrete evidence to showing teachers understanding of the real issues & strategies in teaching early literacy. • Teachers alluded that poor training and lack of support and unmanageable class sizes were challenges militating against teaching in FP classrooms.

  21. Implications of the results in relation to CAPS - Curriculum Assessment Policy • Teachers argued that they had not received adequate training and support on the FLP from the DoE on the teaching of reading. • As a result their instructional and pedagogic knowledge of literacy was insufficient in view of current teaching approaches in literacy. • Thorough training in CAPS will be needed to see its success in the near future.

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