Die bevordering van woordeskat en leesbegrip by Xhosa-moedertaalsprekers in graad 4-6 in Afrikaanse skole
Date
2013-09
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
SA Akademie vir Wetenskap en Kuns
Abstract
Results of the Annual National Assessment tests indicate that only 28% of all learners in South
Africa performed at an internationallly acceptable level. The situation is compounded by Xhosa
parents exercising their democratic right by enrolling their children in English or Afrikaans
medium schools. The purpose of this study was to develop a literacy intervention programme to
improve the vocabulary and reading comprehension of isiXhosa mother tongue speakers in grade
4 to 6 Afrikaans classes. Secondly, the study aimed to determine whether the implementation of
the literacy intervention programme will lead to the improvement of the vocabulary and reading
comprehension of isiXhosa learners. The research methods employed were a literature review
supported by an empirical investigation that included pre- and post-tests with learners and
interviews with educators. A mixed method research design was used. The theoretical basis of the
study is Piaget’s theory of cognitive development as well as Vygotsky’s social interactive language
acquisition theory. Three theories of second language acquisition were explored. They are the
communicative approach, shared reading and the schema-theory. Research has been conducted
at a previously disenfranchised primary school in Stellenbosch. Twenty isiXhosa mother tongue
speakers in grades 4 to 6 Afrikaans classes at this school took part in the study. Second language
acquisition is multifaceted and draws from a number of disciplines (Eisenchlas 2009). Large
numbers of learners from lower-income homes experience delays in vocabulary and reading
comprehension (Pollard-Durodola, Gonzalez, Simmons, Kwok, Taylor & Davis 2011). Emotional
experiences in the classroom determine how motivated learners will be to participate in the
learning process. It is therefore essential that educators assist learners to develop self confidence
(Linnenbrink & Pintrich 2000). The intervention program was conducted once a week for six
months during the Afrikaans period. Skills prescribed in the home language curriculum were
included in the intervention program. They are (i) listening and speaking and (ii) reading and viewing. The results of the study indicate that the implementation of the literacy intervention
programme led to the improvement of the learners’ vocabulary and reading comprehension. The
interviews verified the results of the standardised tests. The study concludes that some isiXhosa
speaking parents choose to enroll their children at Afrikaans medium schools, because they are
of the opinion that higher standards exist in these schools. They are, however, unaware of the
important role that mother tongue education plays in learner achievement. Secondly, teacher
training does not equip educators with the skills of language acquisition, thus they are unable to
support these learners (O’Connor & Geiger; Hooijer & Fourie 2009). The study therefore
recommends that educators be equipped with skills and knowledge to deal with language diversity.
A second recommendation is that the value of mother tongue education be communicated to
isiXhosa speaking parents in order to convince them of the value thereof.
Description
CITATION: Basson, M. & Le Cordeur, M. 2013. Die bevordering van woordeskat en leesbegrip by Xhosa-moedertaalsprekers in graad 4-6 in Afrikaanse skole. Tydskrif vir Geesteswetenskappe, 53(3):377-390.
The original publication is available at http://www.scielo.org.za
The original publication is available at http://www.scielo.org.za
Keywords
Xhosa language -- Study and teaching (Elementary), Vocabulary -- Study and teaching (Elementary), Reading comprehension -- Study and teaching (Elementary), Native language and education, Language acquisition -- Parent participation
Citation
Basson, M. & Le Cordeur, M. 2013. Die bevordering van woordeskat en leesbegrip by Xhosa-moedertaalsprekers in graad 4-6 in Afrikaanse skole. Tydskrif vir Geesteswetenskappe, 53(3):377-390