n Tydskrif vir Geesteswetenskappe - Die bevordering van woordeskat en leesbegrip by Xhosa-moedertaalsprekers in graad 4-6 in Afrikaanse skole : navorsings- en oorsigartikels

Volume 53 Number 3
  • ISSN : 0041-4751


Results of the Annual National Assessment tests indicate that only 28% of all learners in South Africa performed at an internationally acceptable level. The situation is compounded by Xhosa parents exercising their democratic right by enrolling their children in English or Afrikaans medium schools. The purpose of this study was to develop a literacy intervention programme to improve the vocabulary and reading comprehension of isiXhosa mother tongue speakers in grade 4 to 6 Afrikaans classes. Secondly, the study aimed to determine whether the implementation of the literacy intervention programme will lead to the improvement of the vocabulary and reading comprehension of isiXhosa learners. The research methods employed were a literature review supported by an empirical investigation that included pre-and post-tests with learners and interviews with educators. A mixed method research design was used. The theoretical basis of the study is Piaget's theory of cognitive development as well as Vygotsky's social interactive language acquisition theory. Three theories of second language acquisition were explored. They are the communicative approach, shared reading and the schema-theory. Research has been conducted at a previously disenfranchised primary school in Stellenbosch. Twenty isiXhosa mother tongue speakers in grades 4 to 6 Afrikaans classes at this school took part in the study. Second language acquisition is multifaceted and draws from a number of disciplines (Eisenchlas 2009). Large numbers of learners from lower-income homes experience delays in vocabulary and reading comprehension (Pollard-Durodola, Gonzalez, Simmons, Kwok, Taylor & Davis 2011). Emotional experiences in the classroom determine how motivated learners will be to participate in the learning process. It is therefore essential that educators assist learners to develop self-confidence (Linnenbrink & Pintrich 2000). The intervention program was conducted once a week for six months during the Afrikaans period. Skills prescribed in the home language curriculum were included in the intervention program.

Die uitslae van die Jaarlikse Nasionale Assesseringstoeste toon dat slegs 28% van alle leerders in Suid-Afrika op 'n aanvaarbare internasionale vlak presteer het. Die probleem word verder vererger deurdat Xhosasprekende ouers hul demokratiese reg om hul kinders by Engelse skole in te skryf, uitoefen. Die doel van hierdie studie was om 'n geletterdheidsintervensieprogram te ontwikkel wat 'n verbetering kan bring in die woordeskat en leesbegrip van Xhosa-moedertaalsprekers in graad 4 tot 6-Afrikaansmediumklasse. Tweedens wou die studie vasstel of die implementering van die geletterdheidsintervensieprogram wel 'n verbetering in die genoemde Xhosa-moedertaalsprekers se woordeskat en leesbegrip tot gevolg gehad het. Die navorsingsmetode wat gevolg is, was 'n literatuurondersoek gerugsteun deur 'n empiriese ondersoek wat voor-en na-toetse met leerders asook onderhoude met opvoeders ingesluit het. Die teoretiese begronding van die studie het berus op Piaget se teorie van kognitiewe ontwikkeling sowel as Vygotsky se sosiaal-konstruktivistiese taalverwerwingsteorie. Die studie het die kommunikatiewe benadering, gedeelde lees-benadering en die skema-teorie tot tweedetaalverwerwing ondersoek. Die resultate van die ondersoek dui aan dat die implementering van die geletterdheidsintervensieprogram kan lei tot 'n verbetering in die Xhosa-moedertaalsprekers wat by hierdie studie betrek is, se woordeskat en leesbegrip.

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