A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the Department of Early Childhood Development at the University of Zululand, South Africa, 2015 / South Africa’s performance in international benchmark tests is a major cause for concern for the country, raising questions about the effectiveness of the curriculum reform efforts and the literacy attainment levels of learners in the Foundation Phase. This study aims at exploring Foundation Phase learners’ attainment levels in IsiZulu Home Language due to their exposure to Grade R. In some rural areas, learners commence Grade 1 without going through the Reception Year class, even after the roll out plan of the universal access to Grade R that was in 2010. In such areas, Grade R is offered in school based and community based centres. The objectives of this study were: • To find out the nature of the relationship between prior learning and academic performance in IsiZulu in Grade 1 (entry point) and Grade 3 (exit point) as the result of exposure to Grade R.• To establish the extent to which learners have attained IsiZulu Home language literacy skills by the time they enter Grade 1. • To ascertain how teachers identify learners’ actual development level in IsiZulu literacy. • To determine espoused approaches to the teaching of literacy to learners who are at different levels of development in IsiZulu literacy. Using literacy as a conceptual framework and Vygotsky’s Theory of Social Constructivism as the underpinning of the study, literature was explored and the data was also analysed. Both qualitative and quantitative methods were used to generate data for this case study. In order to explore literacy attainment levels of learners in In order to explore literacy attainment levels of learners in Grade 1, purposive sampling was used. Four rural school educators and thirty four Grade 1 learners from three categories, that is, those learners who obtained Grade R from school based centres, community based centres and those who did not have any prior learning, were sampled for this study. Instruments such as class activities, observations, interviews and document analysis were used to collect data. The study revealed that high academic achievement in Grade 1 is based on learners’ exposure to grade R and that their literacy attainment levels differ as per the three categories. However, the gap in literacy development among learners from the three categories shrinks as they exit the Foundation Phase of study. The findings also reveal that educators lack proper skills of identifying learners’ zone of proximal development and also to teach in the zone of each learner. The study recommends proper training of educators in differentiation and also in establishing the baseline of learners in their mother tongue.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uzulu/oai:uzspace.unizulu.ac.za:10530/1491 |
| Date | January 2015 |
| Creators | Mazibuko-Khuzwayo, Hellen Phindile |
| Contributors | Mashiya, J.N. |
| Publisher | University of Zululand |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
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