Abstract:
Teachers play a significant role in literacy development. They
are responsible for using different approaches to develop literacy
skills among learners whose mother tongue is not the same as
the language of learning and teaching in schools. This article
aims to explore strategies teachers use to develop literacy skills
among English First Additional Language learners. A qualitative
case study was conducted that involved focus group interviews
to gain in-depth knowledge of the strategies teachers use in their
classes to develop literacy skills. For this article, Vygotsky’s Zone
of Proximal Development is used as a theoretical framework. The
participants were six foundation phase teachers from one district in
Gauteng. The data gathered showed that teachers are trying to use
strategies described in the curriculum policy document. Teachers
were unaware that they were using some of the most contemporary
strategies in their classes such as balanced-literacy approach,
play-based approach and evidence-based approach. Findings
showed that teachers had good knowledge and understanding of
literacy however, they were experiencing some challenges. They
cited lack of support from knowledgeable others and appropriate
teacher development and training. The study recommends that
teachers need continuous training and development, literacy text
should be contextualised and continued support from the school
heads of department, curriculum advisors and subject specialist.
It also recommends an in-depth knowledge, understanding and
implementation of the curriculum policy.
