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Dlamini, Patience; Sheik, Ayub – Reading & Writing: Journal of the Reading Association of South Africa, 2019
Background: Literacy education in the foundation phase is a global concern. Studies have shown that mastering literacy in the first three years of school ensured academic success and lack of it had negative effects academically, socially and economically. This research study sought to explore teachers' instructional practices for literacy in…
Descriptors: English Instruction, Grade 1, Elementary School Teachers, Urban Schools
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Stoffelsma, Lieke – Reading & Writing: Journal of the Reading Association of South Africa, 2019
Background: This small-scale study investigated English vocabulary exposure from graded readers and teacher talk in Grade 3 classrooms in poorly resourced township schools in South Africa. Vocabulary is one of the key building blocks for becoming a fluent reader. Most words are learnt through incidental exposure to oral or written language.…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Vocabulary Development
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Shank, Monica – Reading & Writing: Journal of the Reading Association of South Africa, 2016
In the face of transmission-oriented national curricula, this study explores possibilities for claiming space for imagination, as 'the most powerful and energetic of learning tools' (Egan 1986), in early childhood education in mainstream Kenyan schools. Drawing from Egan's work on imagination and Cummins' Nested Pedagogical Orientations framework,…
Descriptors: Imagination, Critical Literacy, Early Childhood Education, Role