Educators' experiences of teaching phonological awareness skills to English first additional language learners in grade R

Abstract

The 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.