Educators’ experiences of teaching phonological awareness skills to English First Additional Language learners in Grade R

Abstract

This study conducted explored the educators’ experiences of teaching phonological awareness skills to English First Additional Language learners in Grade R and the importance of these skills in laying the foundation for future reading. The participants in this study were Grade R educators, principals, and student educators from two schools in Mpumalanga Emalahleni. Grade R learners were observed during lesson presentations on phonological awareness. A qualitative research approach was used together with a case study design. In total nine participants took part in the research study. Data were collected using observation, one-to-one interviews, and field notes. The findings that came into view from the study were that educators have an understanding of phonological awareness skills, and they included the teaching of phonological awareness skills across the curriculum. The emphasis was placed on building the learners' English vocabulary and hearing of sounds and syllables. The educators used a diversity of resources, including the Curriculum and Assessment Policy Statement documents as a guideline. The conclusion drawn was that teaching phonological awareness skills cannot be conducted in a void but can be realised through kinesthetic awareness as children learn through active participation. If phonological awareness skills are not taught in Grade R, the learners’ abilities will be compromised, especially when they move to higher grades. As educators, it is important to understand children’s development and growth continuum irrespective of their age. Phonological awareness skills can be seen as a ‘staircase to success’ laying a good foundation for the learners’ education.

Lolu cwaningo lucwaninge lwaphinde lwahlola ulwazi lothisha lokufundisa amakhono okuqwashisa ngemisindo kubafundi boLimi LwesiNgisi LokuQala LokweNgeza eBangeni R kanye nokubaluleka kwala makhono ekubekeni isisekelo sokufunda esikhathini esizayo. Ababebambe iqhaza kulolu cwaningo ngothisha bakwaGrade R, othishanhloko, nothisha abasafunda basezikoleni ezimbili zaseMpumalanga Emalahleni. Abafundi beBanga R babhekwe ngesikhathi kwethulwa izifundo zokuqwashisa ngemisindo. Indlela yocwaningo yekhwalithethivu yenziwe kusetshenziswa indlela yocwaningo lwesigameko. Babe yisishiyagalolunye sebebonke abantu ababe yingxenye yalolu cwaningo. Ulwazi lwaqoqwa kusetshenziswa ukubuka, inhlolokhono yomuntu ngamunye, namanothi asenkundleni. Okutholakele okwavela kulolu cwaningo ukuthi othisha bayawaqonda amakhono okwazi ngemisindo, futhi bahlanganisa ukufundiswa kwamakhono okwazi ngemisindo kanye nohlelo lokufunda.Kwagcizelelwa ukwakha ulwazimagama lwesiNgisi lwabafundi kanye nokuzwa imisindo namalunga noma nezakhi zawo. Othisha basebenzise izinsiza ezahlukene, okuhlanganisa nemibhalo yeSitatimende Senqubomgomo Yohlelo Lwezifundo Nokuhlola njengomhlahlandlela. Isiphetho ekufinyelelwe kuso kwaba ukuthi ukufundisa amakhono okwazi ifonoloji angeke kuqhutshwe kungenalutho kodwa kungafezeka ngokuqwashisa ngezinzwa njengoba izingane zifunda ngokubamba iqhaza ezintweni ezibonakalayo. Uma amakhono okwazi ifonoloji engafundiswa eBangeni R, amakhono abafundi azoba sengozini, ikakhulukazi lapho bedlulela emabangeni aphezulu. Njengabafundisi, kubalulekile ukuqonda ukuthuthuka nokukhula kwezingane ngaphandle kokubheka iminyaka yazo. Amakhono okwazi imisindo angabonakala ‘njengezitebhisi eziya empumelelweni’ ebeka isisekelo esihle semfundo yabafundi.

Thuto ye e dirile dinyakisiso ebile e utollotse maitemogelo a barutabana a go ruta temogo ya mabokgoni a fonolotsi go English Lelemetlaleletso La Pele go barutwana ba Mphato wa R le bohlokwa bja mabokgoni a go ala motheo go baleng lebakeng le le tlago. Bakgathatema mo dinyakisisong tse e be e le barutabana ba Mphato wa R, dihlogo tsa dikolo le baithutelaborutisi go tswa dikolong tse pedi Emalahleni, Mpumalanga. Barutwana ba Mphato wa R ba lekodisitswe nakong ya go ruta temogo ya fonolotsi. Dinyakisiso tsa mokgwa wa khwalitheitifi di dirilwe ka tshomiso ya tlhamo ya nyakisisotiisetso. Datha e kgobokeditswe ka go somisa tekodisiso, dipotsisotherisano tsa botee go botee le dinoutsenyakisisong. Dipoelo tseo di hwetsagalago ka go dinyakisiso ke gore barutabana ba kwesisa mabokgoni a temogo ya fonolotsi, ebile ba tsentshitse go rutwa ga mabokgoni a temogo ya fonolotsi kharikhulamong ka moka. Kgatelelo e beilwe go tswetseng pele ga tlotlontsu, go kwewa ga medumo le dinoko tsa English tsa barutwana. Barutabana ba dirisitse didiriswa tse di fapafapanego, go akaretswa ditokomane tsa Curriculum and Assessment Policy Statement bjalo ka tlhahli. Sephetho se se tserwego ke gore go ruta mabokgoni a temogo ya fonolotsi go ka se dirwe sekgobeng efela go ka lemogwa ka temogo ya kinesthetiki ka ge bana ba ithuta ka go kgathatema ka mafolofolo. Ge mabokgoni a temogo ya fonolotsi a sa rutwe ka go Mphato wa R, bokgoni bja barutwana bo tla bewa kotsing, kudu ge ba eya mephatong ya godimo. Bjalo ka barutabana, go bohlokwa go kwesisa tswelopele le kgolo ya bana go sa kgathalege mengwaga ya bona. Mabokgoni a temogo a fonolotsi a ka bonwa bjalo ka ‘bonamelelo go katlego’ go aleng motheo wo o mobotse go thuto ya barutwana.