The changing role of literacy in primary education, with its emphasis on the acknowledgement of the
learner’s values, beliefs, culture, background and language is the focus of this study.
The research was concerned with understanding the literacy practices of Foundation Phase Grade 3
teachers who are able to intentionally promote and mediate literacy acquisition among their learners.
A qualitative design was used to describe the approaches of effective literacy teachers.
The research study discovered that while the teachers made use of a number of teaching methods
that underpinned a de-contextualised and constructivist approach, a socio-cultural approach to
literacy was lacking. The results call for a broadening of the definition of literacy; one that
acknowledges the socio-cultural background of the learners in developing a literacy disposition that
prepares learners for a changing world. / Educational Studies / M. Ed. (Didactics)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/4839 |
| Date | 02 1900 |
| Creators | Lawrence, Jeanette Wilhelmina |
| Contributors | Meier, Corinne (Prof) |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (viii, 168 leaves) |
Page generated in 0.0018 seconds