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Grade 4 teachers’ first additional language reading intervention strategies to isiXhosa learners
Author(s)
Siphungu, Nomalibongwe
Date Issued
2026
Type
master thesis
Publisher
Cape Peninsula University of Technology
Abstract
This study investigates how teachers’ understanding, attitudes, and classroom experience affect the ways they support Grade 4 isiXhosa learners in developing EFAL reading skills. This study aims to investigate how teachers cope with isiXhosa mother tongue learners experiencing reading difficulties in Grade 4. Intervention strategies are required to attend to the needs of learners who have challenges in reading in the Intermediate Phase. This study identifies an unresolved research gap in Grade 4 teachers' perspectives on solving learners’ challenges in teaching and learning. In light of its findings, teachers' knowledge and perspectives are important in understanding the implementation of inclusive education in classrooms. This study draws from the social constructivist theory as well as Bronfenbrenner’s ecological theory to understand how Grade 4 teachers’ pedagogical knowledge, belief systems, and practical classroom experiences influence the support strategies they apply to strengthen EFAL reading among Grade 4 learners. The planning and design of this study incorporate the concepts and guidelines of Mouton's (2001) qualitative research methodology. For the current study, an interactive design was preferred as it intends to explore and explain teachers' practices. Therefore, the study qualifies as a case study due to its focus on Grade 4 teachers instructing IsiXhosa learners who are in the process of developing reading skills. Semi-structured interviews as well as classroom observations were conducted to obtain data as part of a qualitative methodology. Observations were primarily employed to obtain the most accurate image of the events under investigation and their context on how a reading lesson is delivered, with techniques executed concurrently. Purposive and convenience sampling models were utilised to choose participants. A purposive sampling technique was used to identify five Grade 4 teachers in three primary schools situated in disadvantageous urban settlements in the Metro East Education District of Cape Town. The researcher has selected the schools for convenience and easy accessibility to collect data. Permission to collect data at schools was obtained by sending request letters to the principal of the school, the Western Cape Education Department, as well as the teachers. The letters provided full details of the study. Interviews lasted between 15 and 20 minutes per participant. The researcher met with one participant at a time. The researcher decided and planned to conduct interviews during after-school hours. Interviews were conducted in person.
Additional information
Thesis (MEd)--Cape Peninsula University of Technology, 2026
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Nomalibongwe_Siphungu_213193167.pdf
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