Educational needs and assets of language educators for teaching vernacular reading : a case study

Abstract

The purpose of this study was to identify the educational needs and assets of language educators for teaching vernacular reading. A qualitative research study was conducted to examine what educators have and need to teach Sepedi reading skills at Mashiloane Higher Primary School and Tours Junior Primary School. Six vernacular teachers participated in the study. The teachers were assisted in identifying the educational needs and assets for teaching learners to read Sepedi. The study has highlighted the areas where language educators need support in order to teach vernacular reading proficiently. The study revealed a lack of Sepedi reading material and adequate training for vernacular teaching in both schools, especially in the Foundation Phase. The educational assets for vernacular language teachers were also assessed. Chapter two outlines the theoretical framework and defines key concepts. Assumptions were formulated about what teachers need to proficiently teach reading of a vernacular language. These include issues such as adequate training, Sepedi reading materials and sufficient space in the classrooms, among others. Chapter three outlines the research methodology. It clearly explains the research design, data collection and data analysis. This study was purely qualitative and took the form of a case study. This enabled a detailed and intensive study of the case as it exists in its physical setting. Data collection included document analysis, observations, one-on-one interviews and focus group discussions. A data matrix was used in the analysis of data. Chapter four constitutes the presentation and analysis of the findings of the study. The milieu and physical location of the schools are also described. The chapter further outlines both the educational needs and assets of the two schools for teaching reading in a vernacular language, i.e Sepedi. Chapter five presents the conclusions from the outlined educational needs and assets from the two schools. The recommendations, which might assist in the creation of a Sepedi-reading culture, are based on the findings. Included in this chapter are reflections on the research process. Recommendations are made for further research towards developmental programmes for Sepedi teachers in the primary schools of Limpopo.