Securing the fort: Capturing reading pedagogy in the Foundation Phase

Abstract

The focus of this paper is on an instrument known as the Facilitative Orientation to Reading Teaching, or FORT, that was designed to capture how teachers' pedagogical content knowledge (PCK) can influence literacy acquisition at Foundation Phase level. The FORT can capture the 'what' and 'how often' of classroom practice and, when combined with qualitative data, it can provide the 'why' and also ascertain whether what teachers say they do when they teach is in accordance with their actual classroom practice. The effectiveness of the instrument will be explained via specific findings from a multiple-case study undertaken with Grade 3 and 4 learners between 2015 and 2017 at two schools in the Midlands area of KwaZulu-Natal. The study involved a total of eight teachers and their classes, while the researchers recorded a total of 34 lessons, most of which were taught in English and some in isiZulu, with class sizes ranging between 35 and 45 learners. Findings indicate that additional training alone may be insufficient to change embedded top-down and teacher-led teaching styles and that teachers may benefit more from ongoing support and mentoring such as coaching.

Using the reading to learn methodology to teach isiZulu reading in a grade three class: a teacher’s self-study

“…There has been much more research in the field of learning to read in English than learning to read in African languages. However, there is a growing focus on the differences in language types or structures as well as literacy acquisition in the indigenous languages (Rapetsoa & Singh, 2017;Steinke & Wildsmith-Cromarty, 2019;Wildsmith-Cromarty & Balfour, 2019).…”

“…These two terms refer to managing how the sequence of activities is arranged to build upon each other and how much time is required to cover the particular work. In fact, R2L uses the interaction cycle, that is designed to reduce the boundaries of time limits and order from the curriculum and allow faster learners to accelerate, while others who might have fallen behind get an opportunity to catch up (Steinke, 2019;Steinke & Wildsmith-Cromarty, 2021). From the time of this study, I was mindful of planning my lesson presentation thoroughly and that I should teach my learners to distribute the material required on a particular day.…”