Abstract
Reading comprehension is the ability of learners to read any written text independently and with understanding. Without reading comprehension, learners of Afrikaans First Additional Language (FAL) have limited access to literary texts, which negatively impacts their academic performance and attitude towards the subject. This creates a vicious cycle, as learners’ negative attitudes further contribute to a decline in Afrikaans FAL teachers’ enthusiasm to teach literature. As a result, teachers’ creativity in using a variety of teaching approaches diminishes.
Taking the above into account, the core issue is that there currently does not exist a learner-centred teaching framework for Afrikaans FAL teachers in which reading and viewing strategies can, firstly, be progressively developed. Secondly, appropriate constructivist teaching approaches that could foster enjoyment of literary texts among learners are not yet being applied. Lastly, classroom activities for Afrikaans FAL learners in Grade 8 to 12 have not yet been sufficiently emphasised to actively engage learners with Afrikaans literature and support their development into self-directed readers.
This is an empirical research article employing a qualitative research approach within the interpretivist research paradigm to highlight problems related to reading comprehension and the importance of appropriate comprehension strategies in the teaching of literature to Afrikaans FAL learners in Grade 8 to 12.
The data collection methods included a literature review, document analysis, a WhatsApp focus group, as well as pre- and reflective post-journal entries. These varied data collection methods were used to triangulate the data and ensure its reliability.
The theoretical basis of the exploratory literature review is the constructivist, learner-centred approach. This approach promotes active learner engagement and should be implemented in Afrikaans FAL classrooms, as it equips learners with problem-solving skills, cognitive strategies, and the ability to take responsibility for their own learning. It also contributes to language proficiency, as interaction between learners and teachers, and among learners themselves, promotes communication.
The literature review specifically shed light on mother tongue education in South Africa, literature instruction in Afrikaans FAL classrooms, challenges in FAL teaching, and the development of reading comprehension in the Afrikaans FAL context. Document analyses of the National Curriculum and Assessment Policy Statements (CAPS) for Afrikaans FAL in the Senior Phase (Grade 7 to 9) and the Further Education and Training (FET) Phase (Grade 10 to 12) were conducted, focusing on the teaching of literary texts (DBE 2011a, 2011b).
Using a WhatsApp focus group, the researchers attempted to facilitate a discussion among Afrikaans FAL teachers in the Senior and FET phases about the teaching of literature in Afrikaans FAL. Before sending out each question, predictions and expectations regarding the responses were recorded in a pre-journal entry. Once feedback was received from the participants, reflective post-journal entries were compiled. These journal entries were managed by the researcher (first author of this article).
For data analysis, both content and thematic analysis were applied. First, a literature review was conducted to thoroughly explore the topic, key concepts, and themes related to the questions identified for this study. Second, content and thematic analysis of the CAPS documents (DBE 2011a, 2011b) for Afrikaans FAL in the Senior and FET phases was conducted to determine what is expected of learners and teachers regarding the teaching of literary texts. Third, questions were posed via WhatsApp to a focus group to initiate a discourse around a specific issue – namely, the facilitation of Afrikaans FAL literature – to narratively describe the group’s opinions and experiences. The researcher recorded her predictions and expectations about the responses in a pre-journal entry before each question. After receiving participant feedback, reflective post-journal entries were created to capture observations, findings, themes, deductions, and conclusions. Themes that emerged during the data analysis and interpretation of the WhatsApp focus group discussions and journal entries were examined and categorised according to relevance to support the study’s primary objective. Overlapping themes were categorised, interpreted, summarised, and incorporated into the teaching framework.
Findings from the data analysis indicate a direct link between Afrikaans FAL learners’ poor reading comprehension and their inability to interpret literary texts independently. Learners’ poor comprehension is attributed to limited vocabulary, a lack of awareness of reading strategies, low interest levels, second language instruction, and weak language skills.
The proper ethical approval process was followed for this study. Permission was obtained from the education departments of Gauteng, Limpopo, and North West. The authors also received informed, written consent from the school principals, and participants, as well as assent from the respective school governing bodies. In this way, willing Afrikaans FAL teachers in the various districts were recruited to participate in the study. The non-probability, convenience, and purposive sample consisted of 17 Afrikaans FAL teachers in the Senior and FET phases. In this study, an independent person sent weekly questions (over five weeks) via WhatsApp to the participants to facilitate weekly WhatsApp discussions on the given questions. Participants responded using voice notes and written answers – a time-efficient method – to engage in discourse on 11 main and sub-questions. Participants’ anonymity was ensured through coding.
This research report makes an essential contribution by offering Afrikaans FAL teachers a learner-centred teaching framework that integrates appropriate reading and viewing strategies to guide learners in the Senior and FET phases toward comprehension of prescribed literature and potentially promote self-directed reading. This can be achieved by following these steps: Emphasise the importance of Afrikaans FAL; create a relaxed learning environment; be a lifelong learner; create learner profiles; use a variety of teaching strategies; develop learners’ vocabulary; accommodate learners at different levels; effectively use the pre-, during-, and post-reading phases; teach reading strategies; and integrate language skills.
Keywords: Afrikaans First Additional Language instruction; constructivism; First Additional Language (FAL); learner-centredness; literature; reading comprehension; reading and viewing strategies; self-directed reading; teaching approaches; teaching strategies
- The featured image by Aaron Burden of this article was sourced from Unsplash.
Lees die volledige artikel in Afrikaans
’n Onderrigraamwerk vir selfgerigte lees van letterkunde in Afrikaans Eerste Addisionele Taal