Department of Early Childhood Education

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Browsing Department of Early Childhood Education by Subject "Foundation Phase"

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    Strengthening English Second language competence of Foundation Phase teachers in Vhembe District, South Africa
    (2020) Makhwathana, Rendani Mercy; Mulaudzi, M. P.; Muthambi, S. K.
    This study sought to investigate strategies to strengthen the English Second Language competence of Foundation Phase teachers in selected primary schools in Vhembe District, Limpopo Province. Teachers are key role players in the transformation of education in South Africa. Despite the phase or grade, they teach, teachers need to be competent and skillful users of the English language to ensure appropriate skills transfer and effective teaching. The study adopted an exploratory qualitative approach with the use of phenomenological research design. The population for this study encompassed all Foundation Phase teachers, all Foundation Phase Heads of Departments (HoDs) and all primary school principals in the Vhembe District. A purposive sampling technique was used to select participants for the study. The sample comprised 15 Foundation Phase teachers, 5 heads of departments and 5 primary school principals from 5 different schools. Data was collected through individual face-to-face interviews, classroom observation and document analysis. Data was categorised and analysed thematically. The study found out that most teachers tried to maintain the consistent use of English during teaching. However, to some, it was difficult to consistently use the English language, as a result, teachers switched to their Home Language to explain difficult vocabulary to learners and ultimately ended up teaching using the Home Language instead of the English Language. The study recommends that teachers should engage themselves in continuous professional teachers’ development trainings and use various strategies that promote consistent and effective use of the English Language.
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    The effects of teaching Mathematics using Home Language in Foundation Phase
    (2025-05-16) Randima, Lusani; Sikhwari, M. G.
    Language plays a crucial role in cognitive development, particularly in mathematics learning during early childhood education. However, the linguistic diversity in South African classrooms presents challenges, as home languages often differ from the language of instruction. This study investigates the effects of using home language in teaching Mathematics in Foundation Phase classrooms across selected schools in the Sibasa Circuit in the Vhembe East District of Limpopo Province. Guided by Lev Vygotsky's Sociocultural Theory, which emphasizes the importance of social interaction and language in learning, the study adopted a qualitative research paradigm to explore participants' experiences and perceptions in depth. A case study research design was employed to provide a comprehensive understanding of the phenomenon within its real-life context. Data was collected through semi-structured interviews, classroom observations, and document analysis. The study's population comprised Foundation Phase Mathematics teachers, heads of departments (HODs), curriculum advisors, and parents in the Sibasa Circuit. Using a purposive sampling procedure, 32 participants were selected, including 10 Foundation Phase Mathematics teachers (Grades R-3), 15 parents, 5 Foundation Phase Departmental Heads, and 2 Curriculum Advisors. Manual thematic analysis was used to analyse the data, identifying key themes and patterns related to home language use in mathematics instruction. The study was delimited to selected schools within the Sibasa Circuit for in-depth exploration. Trustworthiness is ensured through credibility, transferability, dependability, and confirmability. Ethical considerations, including informed consent, confidentiality, and voluntary participation, were strictly observed. The findings indicate that learners demonstrate improved comprehension and engagement when mathematics is taught in their home language. Nevertheless, teachers face challenges in translating complex mathematical concepts, which sometimes leads to inconsistencies in terminology. Based on these findings, the study recommended the integration of bilingual teaching strategies to support concept development and the implementation of professional development programs to enhance teachers' skills in teaching mathematics using the home language. This study highlights the importance of home language in enhancing mathematical understanding in the Foundation Phase while also addressing the need for structured support to overcome linguistic barriers in instruction.