Abstract
Many teachers have been confronted by the demanding situation of teaching two or more year groups in the same classroom although data on this multi-grade phenomenon is scarce. The purpose of this study attempts to answer the research question: What are the experiences of one foundation phase teacher when teaching reading in an urban multi-grade foundation phase class? The theoretical framework central to answering the research question was based on Lave and Wenger's (1991) community of practice. The literature review highlights the physical setting of urban multi-grade classrooms, debates the limitations and benefits of urban multi-grade teaching and finally briefly outlines the old and the new South African curriculum policies with regard to reading. A qualitative interpretive case study research design was formulated to explore the complex phenomenon of reading practices in the foundation phase. Data were collected using interviews and observations, which were video recorded. In conclusion, this unique study reveals that despite evidence from provincial tests indicating poor reading results in multi-grade teaching of reading, this teacher proved that reading in urban multi-grade classes does work. In her classroom, she showed that multi-grade teaching of reading fosters the emotional, intellectual, social and academic well-being of learners.
Highlights
The phenomenon of urban multi-grade teaching is not as common as in rural areas (Bouysee, 2002)
This study used a qualitative interpretive case study design in order to answer the research question: What are the experiences of one foundation phase teacher when teaching reading in an urban multi-grade class?
Stories Mrs T structured the classroom management of reading lessons by starting with whole-class instruction followed by grade-groups
Summary
The phenomenon of urban multi-grade teaching is not as common as in rural areas (Bouysee, 2002). This unique study explores the reading practices of a teacher in an urban multi-grade class in the foundation phase (FP). This study evolved out of the researcher’s concern for the status of reading in South African urban multigrade schools. The researcher was motivated by her own context as an FP teacher and agrees with the statement that the most important task of FP teachers is to ensure that all learners learn to read (NDoE, 2003). The researcher believes that the early stage of a child’s school life is crucial
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