Reading Strategies of isiXhosa Home Language in the Foundation Phase in Chris Hani East District, South Africa

Abstract

The learners’ poor reading performance is a culmination of a couple of factors because teachers are deficient in subject understanding that is needed to teach initial reading in African languages, including the isiZulu home language, effectively. Thus, this study explored the reading strategies of isiXhosa Home Language (HL) in the Foundation Phase (FP) in Chris Hani East District, South Africa. Data was gathered through individual semi-structured interviews with two Foundation Phase teachers in one primary school in Chris Hani East District, the Eastern Cape Province, South Africa. Purposive sampling was used to select the participants. The findings revealed that learners can experience success through practising and consolidating new skills and understandings while also receiving appropriate support from home if homework is moderately given to them. Moreover, parental influence and parental involvement in children’s reading often result in positive achievement for the child. Besides, participating in teaching workshops and observing the methods used by others could be very beneficial. The study concluded that there is low interest in reading among FP learners in isiXhosa HL, and the study’s contribution is that this low intake of isiXhosa HL can be enhanced by a strong collaboration between FP teachers, the Department of Education, and parents or guardians. The study recommends that foundation phase teachers need adequate training in teaching reading isiXhosa HL in the FP to enhance their knowledge of phonological awareness and their inability to teach it effectively. Keywords: Reading Strategies, Isixhosa Home Language, Foundation Phase, Phonological Awareness, Parental Involvement