An overview of Grade R literacy teaching and learning in inclusive classrooms in South Africa

Norma Nel, Kesh Mohangi, Soezin Krog, Oluyemi Stephens

Abstract


Pre-school literacy teaching in Early Childhood Education (ECD) inclusive classrooms is crucial in preparing learners for the transition to formal literacy teaching and learning. This article describes a collaborative exploratory research project between a university in South Africa and one in China, in order to gain an overview of early literacy teaching and learning in the two countries. In the case of South Africa, the focus was on Grade R literacy teaching and learning. Teacher participants in three rural schools, three township schools and four inner city schools in Mpumalanga and Gauteng were purposively selected. Data were gathered by means of open-ended questions in a questionnaire, individual interviews with Heads of Departments (HOD) and classroom observations. Coding, categorising and identifying themes were manually conducted. Persistent challenges were identified of which limited resources, low socio-economic conditions, English as the language of learning and teaching (LoLT), inadequate teaching strategies used to implement the Curriculum Assessment Policy Statement (CAPS) and barriers to learning were highlighted. This overview of early literacy teaching and learning in South Africa served as a precursor for the second phase of the project between the two countries.


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DOI: https://doi.org/10.5785/32-2-651

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ISSN 2224-0012 (online); ISSN 0259-2312 (print)

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