Grade 3 learners’ metaphorical proficiency in isiXhosa literacy: exploring the use of idioms in the teaching and learning of creative writing

Abstract

Many South African Foundation Phase learners perform poorly in literacy, especially in reading and writing. The Annual National Assessment (ANA) results show that many Grade 3 learners experience difficulties in reading and in writing sentences from pictures (Howie, Venter, Van Staden, Zimmerman, Long, Scherman & Archer, 2008). The learners also struggle to produce meaningful written sentences, even though they are taught through the medium of their own home languages, including African languages (Department of Basic Education, 2013). To enrich learners’ language and literacy skills, the Curriculum Assessment Policy Statement (CAPS) encourages the use of figurative and metaphorical language through the teaching of folklore. However, CAPS does not provide explicit guidelines on how folklore ought be taught to enhance learners’ literacy skills. This study was inspired by the dearth of research on folklore, specifically its use of idioms, which are conveyed through figurative and metaphorical language and have the potential to develop learners’ imagination and creativity. The idioms forming part of folklore are also not explicitly stated in the CAPS. The aim of this study, therefore, is to contribute knowledge on how to revitalise the use of isiXhosa idioms as a sociocultural and educational tool that may be used to enrich young learners’ language and literacy capabilities in their own home language. In light of the above, I examined how teachers currently incorporate idioms as part of folklore to enhance Grade 3 learners’ creative writing in isiXhosa. As a cognitive and sociocultural practice, writing reflects one’s identity and experiences, and stimulates thinking and reasoning which are significant components of meaningful learning. This study drew on the Social Constructivist Theory and the Cultural Historical Activity Theory (CHAT) (Vygotsky, 1978; Leont’ev, 1978, 1981) to gain insights into how idioms as linguistic and cultural tools could be used to enrich and support Grade 3 learners’ creative writing in isiXhosa.