- Title
- Exploring the interplay between foundation phase learners’ home and school literacy practices
- Creator
- Magxala, Xoliswa Patience
- ThesisAdvisor
- Hendricks, Monica
- ThesisAdvisor
- Mbelani, Madeyandile
- Subject
- Literacy Social aspects South Africa Eastern Cape
- Subject
- Cultural-historical activity theory
- Subject
- Ethnography
- Subject
- Reading Parent participation
- Subject
- Education, Elementary South Africa
- Date
- 2023-10-13
- Type
- Academic theses
- Type
- Doctoral theses
- Type
- text
- Identifier
- http://hdl.handle.net/10962/431587
- Identifier
- vital:72788
- Identifier
- DOI 10.21504/10962/431587
- Description
- The thesis looked at Foundation Phase children’s early home literacy practices and examined how these literacy practices are adopted at school in Libode, Eastern Cape Province, South Africa, a rural area. The purpose of the study was to determine how early literacy practices at home are adopted in classrooms. The study aimed to determine the relationship between home and school literacy. To understand the literacy practices used at home and school by four Foundation Phase children and four Foundation Phase teachers, an interpretive ethnographic study design was used. Participants who spoke isiXhosa as their first language participated in data collection using structured observations, video and audio recordings, field notes, and unstructured interviews. The study’s framework, the Cultural Historical Activity Theory, was used as a tool to collect, examine, and interpret data through its various components. Themes were identified, arranged, and categorized. The findings revealed children from low socioeconomic backgrounds have rich literacy practices. Teachers do not acknowledge or recognize the contributions that these children’s cultural backgrounds make. The study recommends that schools start acknowledging the advantages that children’s environments have for them. It also suggests that teachers build on the knowledge that children bring from home, as this will have an impact on how they behave in class because students bring their family’s literacy habits, which serve as the foundation for their academic literacy habits, to school.
- Description
- Thesis (PhD) -- Faculty of Education, Institute for the Study of Englishes in Africa, 2023
- Format
- computer, online resource, application/pdf, 1 online resource (271 pages), pdf
- Publisher
- Rhodes University, Faculty of Education, Institute for the Study of Englishes in Africa
- Language
- English
- Rights
- Magxala, Xoliswa Patience
- Rights
- Use of this resource is governed by the terms and conditions of the Creative Commons "Attribution-NonCommercial-ShareAlike" License (http://creativecommons.org/licenses/by-nc-sa/2.0/)
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RU Institute for the Study of English in Africa (ISEA)
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | MAGXALA-PHD-TR22-222.pdf | 3 MB | Adobe Acrobat PDF | View Details Download |