Browsing by Author "Smit, Emma"

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    Supporting South African foundation phase teachers in becoming culturally responsive literacy practitioners
    (Stellenbosch : Stellenbosch University, 2024-03 ) Smit, Emma; Barends, Zelda; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: This study implemented participatory action research to determine how South African Foundation Phase teachers can be supported in becoming culturally responsive literacy practitioners. The purpose of this study was to assess Foundation Phase teachers’ practices in terms of culturally responsive teaching (CRT). The data collected provided information regarding how teachers can become culturally responsive as an intervention strategy to overcome the educational disparities from the past. Currently, South Africa is facing a literacy crisis. South Africa’s participation in the Progress in International Reading Literacy evaluation (PIRLS) showed that 78% of South African Grade 4 learners cannot read for meaning (Baloyi, 2023). According to Howie (Howie et al., 2016) the results suggest that the majority of learners cannot read well enough to prosper in subjects across the curriculum. In the past, the South African education system has separated minority learners from their culture to impose a singular cultural belief system. This resulted in a clash between the widely accepted education practices and minority learners’ frame of reference, their way of learning, and their natural communication styles which in turn led to an achievement gap among culturally diverse learners. CRT views cultural diversity as an asset to enrich learning for all learners. By bridging the separation between the home and school environment CRT supports minority learners to fully reach their academic potential in a previously hegemonic education system. This study was informed by existing literature to understand the competencies needed to become culturally responsive within literacy teaching. Classroom observations and follow-up discussions were used as data collection methods to understand current teaching practices and the role that culture plays in classrooms. Participants’ reflections played a significant role throughout the process as an indicator of change within their personal and professional readiness for responsive teaching. The data analysis was led by the eight competencies of CRT (Muñiz, 2020:3). Areas of community engagement, instructional strategies for diverse dialects, and access to responsive resources were identified as the primary areas where sustenance is needed. The information was generalised to compile a potential action plan for developing cultural competence among South African Foundation Phase teachers. The data collected suggests that CRT elements should be integrated into pre-service training and that its integration should continue throughout teachers’ careers in the form of coaching and regular opportunity for community engagement. Educational stakeholders who want to support the development of CRT among teachers will be able to draw from the action plan proposed in this study.