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The study evaluated literacy teaching in primary schools with the aim of improving the overall quality of literacy teaching by expanding existing policies and strategies. The evaluation included two days of observation by four specialists of classroom practices in each participating school, an analysis of the language structures of a range of textbooks across learning areas and grades, a thorough review of international literature (covering theory and research findings), and teacher training practices. The study resulted in a comprehensive plan to embark on a cure, ready to be implemented immediately. The report of nearly 300 pages demonstrated that the quality of literacy instruction and literacy opportunities of most grades R - 4 learners is limiting literacy development. It also showed that a delayed introduction to English as a first additional language to mother-tongue or home-language instruction, usually in Grade 3, followed by a switch to English medium as a language of teaching and instruction in grade 4, means that most learners are faced with an impossible transitional hurdle. When this is accompanied by mother-tongue instruction that is too shallow and an all too abrupt and early termination of solid mother-tongue teaching and learning, more warning lights start to flash. Under such circumstances, the study showed, learners can be expected to perform very poorly and are unlikely to successfully engage with the rest of the curriculum from grade 4 onwards, as illustrated in Figure 1. 
Figure 1: Comparison of performance between mother-tongue/homelanguage learners and learners who study in their second language (L2) in grade 6 language of instruction literacy/language assessments
Access to education includes quality EducationRecent debate increasingly emphasises that access to education means not just being able to attend a school but also exposure to quality learning and teaching. The study pays tribute to ‘big steps' in the right direction, namely the Foundations for Learning Campaign now implemented by the Department of Education, and a number of other policies, strategies and programmes. Particularly relevant here is the focus of the four-year campaign from 2008 to 2011 on getting young learners to read and write well before the end of Grade 6. Teaching and learning have to be more about process and dynamics, and less about structure and formality. The main findings and recommendations of the study are the following: - The pace and level of learning. Learners are challenged to master the content of the curriculum of a specific year by progressing from year to year, and should not progress to the next level unless they have mastered the previous. Their language skills and literacy levels play a key part in learners' future ability to master the rest of their schoolwork, to become economically active in the world of work, and be fulfilled citizens.
- Teacher training. Enough teachers should exit from higher education teacher training institutions as experts in language teaching, both in terms of mastering the relevant learning area contents and the deliberate and specific instructional skills required for teaching and learning towards literacy and language acquisition.
- Time to read and write. Without compromise, learners and teachers should devote quality attention across all learning areas three to four times per week, from virtually the first school day, to writing extended pieces of text (regular exercises and assignments). Learners should master the learning objectives of every school grade and phase progressively without falling behind.
- Curriculum and assessment. School management, heads of department and teachers should be engaged jointly in setting standards in terms of policy, thorough planning, monitoring implementation, and establishing all subsequent practices. Heads of department should take charge of curriculum planning and coverage, and derive regular feedback (through assessment) about the areas of work learners experience problems with, to identify and address emerging fallouts early.
- Related factors. It is critical to reduce large class sizes and create optimally functioning school governing bodies and functional and enthusiastic school management teams. Textbooks and readers should be put into the hands of every learner at school and at home. Parent communities and school management teams should become even more skilled at dealing with matters related to language policy and practice.
- Recommendations and implications suggest the reorganisation and more effective use of existing human and material resources and current investment in education; and a timeframe and mechanisms for financing the establishment of a provincial literacy model.
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Key features of the literacy modelThe study led to the development (and further refinement) of a literacy model for Limpopo that could be implemented with immediate effect, but would require simple but conscientious effort. Key features of the model include the following: The explicit teaching of home language literacy (or language used most widely in the community), beginning in grade R with an emphasis on extended reading and writing from the second half of grade 1, continuing across the curriculum to the end of the intermediate phase (grades 4-7). The oral introduction of the first additional language (usuallyEnglish) at the beginning of grade 1, followed by reading andwriting by the middle of grade 1 (beginning of grade 2 at thelatest), by proficient teachers who use explicit literacy andlanguage teaching strategies, building up to extended readingand writing activities by the end of grade 2. Extending literacy teaching and development across thecurriculum, with explicit reading and writing, exposinglearners to the texts used in the subject/discipline of study(e.g. science, social sciences, mathematics etc.). Building upto regular use of extended reading and writing in each subject/learning area by the end of grade 3 in the home language, andincrementally advanced through the intermediate and seniorphases. Training and supporting foundation phase teachers to teachreading and writing in the home language and the firstadditional language; and training and supporting teachers inother disciplines to develop reading and writing in the homelanguage and in using bilingual teaching methodologies acrossthe curriculum during the intermediate and senior phases. Emphasis on ‘time on task', i.e. the efficient use of teachingand learning timeframes. Emphasis on placing books in learners' hands every day during class time and for taking home to read. Daily homework for reading, writing and numeracy in grade 1 to the end of primary school. Public awareness of the value in family literacy practices and development, dovetailing the schools' Literacy Model with the Adult Literacy Campaign. Setting explicit and realistically attainable targets for improved reading and writing levels in Limpopo primary schools. Establishing assessment measures for evaluating improvement of expected levels of performance. Establishing strong accountability: through leadership in schools, districts and the Limpopo Department of Education, through a system of incentives and rewards (e.g. development grants) for reaching the targets.
Note: Also read ‘in conversation with Cas Prinsloo' on pages 6 and 7. Dr Cas Prinsloo is a chief research specialist in the Education, Science and Skills Development programme. Copies of the full study, Evaluation of literacy teaching in the primary schools of the Limpopo Province, is/will soon be available on www.hsrc.ac.za, or on request from media@hsrc.ac.za. ‘It is heartbreaking to see the workbooks of grade 3 or grade 4 learners, after more than 20 weeks of school behind them, with only 10 to 15 exercises in them, often containing two columns of five single words each. By then, there should have been at least 50 exercises. Learners are often not allowed to take books home for fear of soiling or losing them, with the result that not much additional written homework would be in evidence. By setting such low standards and not challenging learners to frequently practice their writing skills through tackling extended pieces of work - that is sentences and paragraphs - learners will never succeed in achieving the desired levels of literacy to master all the other learning they have to embark upon over the years.'
- Remark by researcher on Limpopo Literacy Study. |
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