Contradictions within an Activity of Second Language Reading Literacy

Autor/inn/en	Brink, Sonja; Nel, Carisma
Titel	Contradictions within an Activity of Second Language Reading Literacy
Quelle	In: South African Journal of Childhood Education, 9 (2019) 1, Artikel 687 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Brink, Sonja) ORCID (Nel, Carisma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Second Language Learning; African Languages; Native Language; Indo European Languages; Language of Instruction; Literacy; Reading Tests; Social Systems; Parent Attitudes; Teacher Attitudes; Parent Child Relationship; Foreign Countries; Phonemic Awareness; Reading Instruction; Elementary School Students; Elementary School Teachers; Student Centered Learning; Teaching Methods; South Africa + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Indoeuropäisch; Teaching language; Unterrichtssprache; Alphabetisierung; Schreib- und Lesefähigkeit; Lesetest; Social system; Soziales System; Elternverhalten; Lehrerverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Ausland; Leseunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01