An integrated approach to isiXhosa literacy teaching and learning in the foundation phase: current practices and prospects

Abstract

Background: The current South African Curriculum and Assessment Policy Statement (CAPS) promotes integration through the use of interdisciplinary themes for teaching in the Foundation Phase but does not provide explicit guidelines on the application of this approach in literacy teaching. Aim: The study aimed to investigate teachers’ current practices and the potential of an integrated approach in the teaching and learning of Grade 3 isiXhosa literacy. Setting: The study was conducted in two primary schools located in the black townships of Cape Town, in the Western Cape province. Methods: A case study design was used in this qualitative study. Classroom observations and semi-structured interviews with two Grade 3 teachers were used to collect data. Results: The findings indicate that teachers’ intuitive use of interactive and learner-centred pedagogical strategies fostered the implementation of the integrated approach in isiXhosa literacy, yet missed opportunities to develop higher-order thinking skills. The findings provide insights into the potential of this approach, given a greater focus on innovative and inclusive pedagogies and teacher professional development. Conclusion: The study concludes that the integrated approach could play a significant role in enhancing learners’ conceptual, linguistic and emotional development when implemented correctly. Contribution: This study contributes to the growing body of knowledge on African language literacy teaching and learning – an area that remains under-researched. It advances scholarship in early literacy pedagogy and provides valuable insights into the transformative potential of the integrated approach, thus informing future research and practice in African language literacy teaching and learning.