An investigation of listening as a learning outcome of the literacy programme in grade one

Abstract

This study investigates how listening, as part of the literacy learning programme is planned for and taught in the grade one class. The data was produced through semi-structured interviews of five participants, who were grade one educators in the urban area of Durban, Kwa Zulu Natal. Findings suggested the many factors that accounted for why some children in the grade one class do not listen and that educators need to plan for the teaching of listening. The researcher examines the use of multiple strategies, such as teaching responsively, including stimulating tasks, reading aloud, creating a purpose for listening, setting the stage for listening and modeling as strategies to teach listening. The study ends with recommendations for the Department of Education to present workshops to educators on the teaching of listening and for module courses at colleges and universities to offer specialized courses on the teaching of listening. The aim of this research which was conducted in the urban area of Durban, Kwa Zulu Natal, was to investigate how grade one educators were planning for and teaching listening. During this study, data was produced through semi-structured interviews of five participants, who were grade one educators. Findings of this study suggest that there were many factors that accounted for why some children in the grade one class do not listen. Findings also indicated that educators need to plan for the teaching of listening.