Contradictions within an activity of second language reading literacy

South African Journal of Childhood Education

Field Value
Title Contradictions within an activity of second language reading literacy
Creator Brink, Sonja Nel, Carisma
Subject Language in Education early reading literacy; second language learning; cultural historical activity theory; CHAT; Setswana-speaking; Afrikaans
Description Background: In investigating the early reading literacy of a group of Setswana-speaking children who learnt to read in Afrikaans, cultural historical activity theory (CHAT) was chosen as a conceptual framework because of its proven utility value in helping researchers make sense of complex social systems.Aim: The application of this heuristic not only proved valuable as organising principle but also unexpectedly revealed the situation with a clarity that brought about a richer understanding of the intricate dynamics underlying reading literacy in a second language.Setting: The study was conducted at a small-town Afrikaans medium school.Methods: In this mixed method inquiry, qualitative data was collected through interviews with parents and educators, classroom observations and document analysis. The quantitative data was obtained through the administering of an early reading literacy assessment.Results: The overarching finding of this study was that the Setswana-speaking children developed early reading literacy skills at a rate and level commensurate with that of their Afrikaans-speaking peers. Where the application of CHAT as heuristic proved invaluable was in bringing to light a pattern revealing the agency which was exercised by parents and educators to support the children’s reading literacy learning.Conclusion: Despite various obstacles and tensions, parents and teachers exercise considerable agency in supporting the children’s early reading literacy. Although the empirical aspects of the study are described, it is a conceptual gaze of the situation, employing CHAT as a lens, which is the focus of this article.
Publisher AOSIS
Date 2019-11-19
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — Mixed Method
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/sajce.v9i1.687
Source South African Journal of Childhood Education; Vol 9, No 1 (2019); 11 pages 2223-7682 2223-7674
Language eng
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
Coverage South Africa Current Setswana speaking children, their parents and their teachers
Rights Copyright (c) 2019 Sonja Brink, Carisma Nel