An Integrated Approach to isiXhosa Literacy Teaching and Learning in the Foundation Phase: Current Practices and Prospects
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| Title: | An Integrated Approach to isiXhosa Literacy Teaching and Learning in the Foundation Phase: Current Practices and Prospects |
|---|---|
| Language: | English |
| Authors: | Thembisa Kosi (ORCID |
| Source: | South African Journal of Childhood Education. 2026 16(1). |
| Availability: | AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/sajce |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 3 Primary Education |
| Descriptors: | Foreign Countries, African Languages, Literacy Education, Elementary School Students, Grade 3, Teaching Methods, Student Centered Learning, Thinking Skills, Constructivism (Learning), Cooperative Learning, Problem Solving, Textbooks |
| Geographic Terms: | South Africa (Cape Town) |
| ISSN: | 2223-7674 2223-7682 |
| Abstract: | Background: The current South African Curriculum and Assessment Policy Statement (CAPS) promotes integration through the use of interdisciplinary themes for teaching in the Foundation Phase but does not provide explicit guidelines on the application of this approach in literacy teaching. Aim: The study aimed to investigate teachers' current practices and the potential of an integrated approach in the teaching and learning of Grade 3 isiXhosa literacy. Setting: The study was conducted in two primary schools located in the black townships of Cape Town, in the Western Cape province. Methods: A case study design was used in this qualitative study. Classroom observations and semi-structured interviews with two Grade 3 teachers were used to collect data. Results: The findings indicate that teachers' intuitive use of interactive and learner-centred pedagogical strategies fostered the implementation of the integrated approach in isiXhosa literacy, yet missed opportunities to develop higher-order thinking skills. The findings provide insights into the potential of this approach, given a greater focus on innovative and inclusive pedagogies and teacher professional development. Conclusion: The study concludes that the integrated approach could play a significant role in enhancing learners' conceptual, linguistic and emotional development when implemented correctly. Contribution: This study contributes to the growing body of knowledge on African language literacy teaching and learning -- an area that remains under-researched. It advances scholarship in early literacy pedagogy and provides valuable insights into the transformative potential of the integrated approach, thus informing future research and practice in African language literacy teaching and learning. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501231 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1501231 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: EJ1501231 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: An Integrated Approach to isiXhosa Literacy Teaching and Learning in the Foundation Phase: Current Practices and Prospects – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Thembisa+Kosi%22">Thembisa Kosi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4225-7811">0000-0002-4225-7811</externalLink>)<br /><searchLink fieldCode="AR" term="%22Vuyokazi+Nomlomo%22">Vuyokazi Nomlomo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4036-8101">0000-0003-4036-8101</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22South+African+Journal+of+Childhood+Education%22"><i>South African Journal of Childhood Education</i></searchLink>. 2026 16(1). – Name: Avail Label: Availability Group: Avail Data: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/sajce – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 11 – Name: DatePubCY Label: Publication Date Group: Date Data: 2026 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22African+Languages%22">African Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Centered+Learning%22">Student Centered Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Constructivism+%28Learning%29%22">Constructivism (Learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Textbooks%22">Textbooks</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22South+Africa+%28Cape+Town%29%22">South Africa (Cape Town)</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2223-7674<br />2223-7682 – Name: Abstract Label: Abstract Group: Ab Data: Background: The current South African Curriculum and Assessment Policy Statement (CAPS) promotes integration through the use of interdisciplinary themes for teaching in the Foundation Phase but does not provide explicit guidelines on the application of this approach in literacy teaching. Aim: The study aimed to investigate teachers' current practices and the potential of an integrated approach in the teaching and learning of Grade 3 isiXhosa literacy. Setting: The study was conducted in two primary schools located in the black townships of Cape Town, in the Western Cape province. Methods: A case study design was used in this qualitative study. Classroom observations and semi-structured interviews with two Grade 3 teachers were used to collect data. Results: The findings indicate that teachers' intuitive use of interactive and learner-centred pedagogical strategies fostered the implementation of the integrated approach in isiXhosa literacy, yet missed opportunities to develop higher-order thinking skills. The findings provide insights into the potential of this approach, given a greater focus on innovative and inclusive pedagogies and teacher professional development. Conclusion: The study concludes that the integrated approach could play a significant role in enhancing learners' conceptual, linguistic and emotional development when implemented correctly. Contribution: This study contributes to the growing body of knowledge on African language literacy teaching and learning -- an area that remains under-researched. It advances scholarship in early literacy pedagogy and provides valuable insights into the transformative potential of the integrated approach, thus informing future research and practice in African language literacy teaching and learning. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1501231 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1501231 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 11 Subjects: – SubjectFull: Foreign Countries Type: general – SubjectFull: African Languages Type: general – SubjectFull: Literacy Education Type: general – SubjectFull: Elementary School Students Type: general – SubjectFull: Grade 3 Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Student Centered Learning Type: general – SubjectFull: Thinking Skills Type: general – SubjectFull: Constructivism (Learning) Type: general – SubjectFull: Cooperative Learning Type: general – SubjectFull: Problem Solving Type: general – SubjectFull: Textbooks Type: general – SubjectFull: South Africa (Cape Town) Type: general Titles: – TitleFull: An Integrated Approach to isiXhosa Literacy Teaching and Learning in the Foundation Phase: Current Practices and Prospects Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Thembisa Kosi – PersonEntity: Name: NameFull: Vuyokazi Nomlomo IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 2223-7674 – Type: issn-electronic Value: 2223-7682 Numbering: – Type: volume Value: 16 – Type: issue Value: 1 Titles: – TitleFull: South African Journal of Childhood Education Type: main |
| ResultId | 1 |
