Exploring the efficacy of home language in teaching reading comprehension in Grade 3 South African classrooms

Abstract

Abstract South Africa is renowned for its linguistic diversity, officially recognising 12 languages: Afrikaans, English, isiNdebele, isiXhosa, isiZulu, Sepedi, Sesotho, Setswana, siSwati, Tshivenda, Xitsonga, and South African Sign Language, DBE (2024). Despite this rich multilingualism, English remains the dominant medium of instruction in many South African schools, Mkhize and Balfour (2017). Just 23% of South Africans identify English or Afrikaans as their home language, “yet 100% of children are expected to navigate their school years in these languages exclusively” Albertyn and Guzula (2020:1). Neglecting the development of Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) in learners' mother tongues can significantly impede their overall language acquisition and academic success, Owen – Smith (2010). Implementing the transition from home language to English in the Foundation Phase is particularly concerning, as globalisation pressures often prompt a rapid shift from mother tongues to English as the primary language of instruction, Reily et al. (2020). This abrupt change can exacerbate existing educational disparities, highlighting the urgent need for a critical examination of language policies and their practical implementation within South African schools. In the Foundation Phase, how can learners grasp the material being taught if they do not fully comprehend the language of instruction? This sudden language shift worsens current educational inequalities, emphasising the critical need to re-evaluate and effectively implement language policies in South African schools. The primary aim of this study was to investigate the effectiveness of using home language in teaching reading comprehension to multilingual third-grade Foundation Phase learners, English versus isiZulu. This study employed a mixed-methods (pragmatism) approach to investigate the efficacy of home language in teaching reading comprehension in Grade 3 South African classrooms. The research was conducted in Gauteng, Johannesburg, at 2 government schools with 99 learners participating. The schools were predominantly populated by Black African learners, the majority of whom were isiZulu speakers. The mixed method involved collecting data through qualitative (classroom observations and interviews) and quantitative (pre-and post-test assessments) in English and isiZulu. Data gathered from classroom observations and teacher interviews was analysed using the thematic analysis method. Quantitative data from the written tests (pre- and post-tests) was analysed using descriptive and inferential statistics. From the results recorded, the use of teaching in learners' home language had the most improvement, with many learners scoring high marks. This study's findings show that home language is a powerful tool in the teaching and learning of learners, especially in the Foundation Phase. One of the recommendations to policymakers, quoting from the Mwanza (2020) study, emphasises that teaching should serve the learners, not policy, highlighting that educational policies must be designed with the best interests of learners at heart. Specifically, policies regarding the language of teaching and learning should be learner-centred, focusing on supporting students' learning, development, and academic success.