Exploring teachers’ instructional practices for literacy in English in Grade 1: A case study of two urban primary schools in the Shiselweni region of Eswatini (Swaziland)

Patience Dlamini,Ayub Sheik

doi:10.4102/rw.v10i1.229

Abstract

Background: Literacy education in the foundation phase is a global concern. Studies have shown that mastering literacy in the first three years of school ensured academic success and lack of it had negative effects academically, socially and economically. This research study sought to explore teachers’ instructional practices for literacy in English in Grade 1 in the Shiselweni region of Eswatini. Objectives: The objectives of the study were to establish what instructional practices teachers used in their literacy classrooms, why they used those instructional practices, and how they experienced the teaching of literacy in English in Grade 1. Method: A qualitative case study design was followed where three teachers from two urban schools were purposively sampled and participated in semi-structured interviews and classroom observations. Focus group discussions with teachers who had experience teaching literacy in English in Grade 1 in each school were conducted, and document analysis was done. Vygotsky’s sociocultural theory was used as a lens to understand teachers’ instructional practices in literacy. Results: Data were analysed using thematic content analysis. The findings of the study showed that teachers’ instructional practices reflected their lack of pedagogical knowledge for teaching literacy in English in the foundation phase. The study also found that the teachers’ experiences were their rationale for their instructional practices. Conclusion: The study showed that teacher resilience was important for teachers to thrive under trying school conditions; developing a positive attitude towards literacy teaching enabled teachers to develop strategies to improve literacy teaching and learning.

Highlights

Studies have shown that in most African countries, learners’ performance in literacy in English in the foundation phase remains poor regardless of efforts to mitigate the situation
Theme 1 The first theme showed that teachers had a theoretical knowledge that instructional practices in literacy in English involved multiple activities that teachers did together with the learners to ensure that learning occurred
The results of this study showed that teachers understand that Grade 1 is an important foundation phase level and teaching at this level requires specialised training

Summary

Introduction

Studies have shown that in most African countries, learners’ performance in literacy in English in the foundation phase remains poor regardless of efforts to mitigate the situation. Researchers affirm the view that exposure to an early childhood programme boosts the cognitive and social development of a learner, attributes that are needed for successful schooling (Barnett 2011; Castro et al 2011). The effect of lack of early childhood education in Eswatini is evident through the high number of learners who continue to perform poorly in English literacy in the foundation phase, repeating foundation phase classes, especially Grade 1. The high repetition rate results in some learners dropping out of school without having mastered basic literacy in the English language, thereby exacerbating the gap between literate and illiterate youth in the region (Ndaruhutse 2008). Studies have shown that mastering literacy in the first three years of school ensured academic success and lack of it had negative effects academically, socially and economically. This research study sought to explore teachers’ instructional practices for literacy in English in Grade 1 in the Shiselweni region of Eswatini

Objectives

Results

Discussion

Conclusion