Sikitime, T. E.Klu, E. KNedzamba, Mulalo Hulgar2025-09-162025-09-162025-09-05Nedzamba, M.H. 2025. Grade 9 Learners’ Interpretation of Visual Texts in English FAL: A Case of Hlanganani North Circuit, Vhembe West District -Limpopo Province. . .https://univendspace.univen.ac.za/handle/11602/2971M.A. (English Language Teaching)The integration of linguistic and non-linguistic variables like images, colours and symbols is increasingly becoming a common practice in the contemporary communicative domain. Unlike in the past, where non-linguistic variables were mainly viewed as separate genres and interpreted as decorative and aesthetic ornamentals, current approaches reflect a paradigm shift. Notably, the Curriculum and Assessment Policy Statement for English First Additional Language (FAL) acknowledges and elevates the role of visual elements in contemporary communication practices. With these developments increasingly manifesting, proponents of multi-literacy question the capacity of contemporary readers to decode meaning presented with multiple modes. Grounded in the theoretical frameworks of Social Semiotics, the Grammar of Visual Design, and Relevance Theory, the study critically analyses how selected Grade 9 learners in English FAL, from the Hlanganani North Circuit in the Vhembe West District of Limpopo Province, South Africa, interpret visual texts. The study adopted a qualitative research design, and data were analysed thematically. The findings showed that participants face several challenges that hinder accurate interpretations of visual texts. These include limited ability to infer covert and implicit meanings, insufficient prior knowledge or background context to support plausible interpretations, and inadequate language proficiency, which often results in incomplete or incomprehensible responses. Furthermore, learners struggle to engage with visual literacy elements such as layout, font, captions, and the identification of key information embedded within visual texts. The findings of the study revealed significant challenges, including poor comprehension, limited prior knowledge, and difficulties in identifying implicit and explicit meanings in a visual text. Participants also struggled to understand and apply visual elements like captions; a difficulty that was an obstacle in their attempt to construct meaningful interpretations. Notably, the challenges were revealed across the different performance levels (weak, average and good performers). The themes that emerged as challenges in the interpretation of visual texts brought up insights and, consequently, recommendations for an intentional and structured approach to teaching visual literacy in schools. The study generated recommendations for curriculum advisors, teachers, learners and the entire society aimed at fostering a collaborative curriculum framework to bridge the gap between visual information and learner understanding. The recommendations to teachers are not only for EFAL but for all teachers, as different subjects expose learners to visual texts. The significance of the study guided the recommendations based on the findings of this study. The findings of this study, as presented and discussed, resulted in proposed recommendations to the Department of Education, curriculum advisors, educators, learners and the entire society. The study recommends that curriculum advisors serve as the first source of scaffolding by conducting training sessions for EFAL teachers so that they can develop and implement strategies that facilitate reading comprehension and appropriate interpretation. It should not be taken for granted that educators know how to teach visual texts. English FAL teachers need to develop and pass on the concept of scaffolding to learners by providing support meant to develop and improve learners’ comprehension, interpretation, and critical thinking skills, as well as building background knowledge for accurate and plausible justifications when interpreting visual texts. The recommendation extends to learners as they are expected to explore multiple texts and practise interpretations as they work, justifying their view with factual visual evidence. Practising with a variety of visual texts will improve their language use and augment interpretive skills to build confidence in responding to all questions appropriately without leaving any unanswered. In conclusion, the study highlighted that the ability to interpret visual texts is essential in today’s visually driven world. Addressing the difficulties and challenges revealed requires a collaborative effort from curriculum advisors, teachers, parents, and the community. It is notable that with appropriate teaching, scaffolding, and support, learners can be guided towards developing visual literacy skills that will serve them academically and in everyday life. The collaborative effort can nurture the necessary competencies early in order to build a strong foundation for learners to be critical, reflective and informed readers of visual texts around them.1 online resource (xii, 131 leaves)enUniversity of VendaCurriculum and Assessment Policy Statement (CAPS)English First Additional Language (EFAL)UCTDSenior PhaseVisual LiteracyVisual textsDissertationNedzamba MH. Grade 9 Learners’ Interpretation of Visual Texts in English FAL: A Case of Hlanganani North Circuit, Vhembe West District -Limpopo Province. []. , 2025 [cited yyyy month dd]. Available from:Nedzamba, M. H. (2025). <i>Grade 9 Learners’ Interpretation of Visual Texts in English FAL: A Case of Hlanganani North Circuit, Vhembe West District -Limpopo Province</i>. (). . Retrieved fromNedzamba, Mulalo Hulgar. <i>"Grade 9 Learners’ Interpretation of Visual Texts in English FAL: A Case of Hlanganani North Circuit, Vhembe West District -Limpopo Province."</i> ., , 2025.TY - Dissertation AU - Nedzamba, Mulalo Hulgar AB - The integration of linguistic and non-linguistic variables like images, colours and symbols is increasingly becoming a common practice in the contemporary communicative domain. Unlike in the past, where non-linguistic variables were mainly viewed as separate genres and interpreted as decorative and aesthetic ornamentals, current approaches reflect a paradigm shift. Notably, the Curriculum and Assessment Policy Statement for English First Additional Language (FAL) acknowledges and elevates the role of visual elements in contemporary communication practices. With these developments increasingly manifesting, proponents of multi-literacy question the capacity of contemporary readers to decode meaning presented with multiple modes. Grounded in the theoretical frameworks of Social Semiotics, the Grammar of Visual Design, and Relevance Theory, the study critically analyses how selected Grade 9 learners in English FAL, from the Hlanganani North Circuit in the Vhembe West District of Limpopo Province, South Africa, interpret visual texts. The study adopted a qualitative research design, and data were analysed thematically. The findings showed that participants face several challenges that hinder accurate interpretations of visual texts. These include limited ability to infer covert and implicit meanings, insufficient prior knowledge or background context to support plausible interpretations, and inadequate language proficiency, which often results in incomplete or incomprehensible responses. Furthermore, learners struggle to engage with visual literacy elements such as layout, font, captions, and the identification of key information embedded within visual texts. The findings of the study revealed significant challenges, including poor comprehension, limited prior knowledge, and difficulties in identifying implicit and explicit meanings in a visual text. Participants also struggled to understand and apply visual elements like captions; a difficulty that was an obstacle in their attempt to construct meaningful interpretations. Notably, the challenges were revealed across the different performance levels (weak, average and good performers). The themes that emerged as challenges in the interpretation of visual texts brought up insights and, consequently, recommendations for an intentional and structured approach to teaching visual literacy in schools. The study generated recommendations for curriculum advisors, teachers, learners and the entire society aimed at fostering a collaborative curriculum framework to bridge the gap between visual information and learner understanding. The recommendations to teachers are not only for EFAL but for all teachers, as different subjects expose learners to visual texts. The significance of the study guided the recommendations based on the findings of this study. The findings of this study, as presented and discussed, resulted in proposed recommendations to the Department of Education, curriculum advisors, educators, learners and the entire society. The study recommends that curriculum advisors serve as the first source of scaffolding by conducting training sessions for EFAL teachers so that they can develop and implement strategies that facilitate reading comprehension and appropriate interpretation. It should not be taken for granted that educators know how to teach visual texts. English FAL teachers need to develop and pass on the concept of scaffolding to learners by providing support meant to develop and improve learners’ comprehension, interpretation, and critical thinking skills, as well as building background knowledge for accurate and plausible justifications when interpreting visual texts. The recommendation extends to learners as they are expected to explore multiple texts and practise interpretations as they work, justifying their view with factual visual evidence. Practising with a variety of visual texts will improve their language use and augment interpretive skills to build confidence in responding to all questions appropriately without leaving any unanswered. In conclusion, the study highlighted that the ability to interpret visual texts is essential in today’s visually driven world. Addressing the difficulties and challenges revealed requires a collaborative effort from curriculum advisors, teachers, parents, and the community. It is notable that with appropriate teaching, scaffolding, and support, learners can be guided towards developing visual literacy skills that will serve them academically and in everyday life. The collaborative effort can nurture the necessary competencies early in order to build a strong foundation for learners to be critical, reflective and informed readers of visual texts around them. DA - 2025-09-05 DB - ResearchSpace DP - Univen KW - Curriculum and Assessment Policy Statement (CAPS) KW - English First Additional Language (EFAL) KW - Senior Phase KW - Visual Literacy KW - Visual texts LK - https://univendspace.univen.ac.za PY - 2025 T1 - Grade 9 Learners’ Interpretation of Visual Texts in English FAL: A Case of Hlanganani North Circuit, Vhembe West District -Limpopo Province TI - Grade 9 Learners’ Interpretation of Visual Texts in English FAL: A Case of Hlanganani North Circuit, Vhembe West District -Limpopo Province UR - ER -