Home Literacy Practices in Early Education: A Qualitative Case Study of Grade 1 School Children and Teacher Insights
South Africa has a complex educational landscape. This study explored four children’s early home literacy practices and their uptake by Grade 1 teachers in rural Libode, Eastern Cape Province in South Africa. The paper addresses the critical need for understanding literacy development in multilingua...
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| Format: | Article |
| Language: | English |
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Noyam Journals
2025-03-01
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| Series: | E-Journal of Humanities, Arts and Social Sciences |
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| Online Access: | https://noyam.org/wp-content/uploads/2025/03/EHASS2025638.pdf |
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| author | Xoliswa Patience Magxala Joseph Baidoo |
| author_facet | Xoliswa Patience Magxala Joseph Baidoo |
| author_sort | Xoliswa Patience Magxala |
| collection | DOAJ |
| description | South Africa has a complex educational landscape. This study explored four children’s early home literacy practices and their uptake by Grade 1 teachers in rural Libode, Eastern Cape Province in South Africa. The paper addresses the critical need for understanding literacy development in multilingual, resource-constrained environments. Using a qualitative, ethnographic design underpinned by Cultural Historical Activity Theory (CHAT), the study used observations and interviews in home and school settings. The findings revealed a rich diversity of home literacy practices, including oral traditions and emerging digital literacy, contrasting with the school’s emphasis on phonics-based instruction and English as the language of learning. Significant disparities between home and school practices challenge children’s educational transition. Evidence of translanguaging suggests a potential for multilingual approaches to instruction. The study contributes valuable insights for developing culturally responsive pedagogies, informing teacher training, and guiding resource allocation to enhance literacy outcomes in South Africa’s Foundation Phase. |
| format | Article |
| id | doaj-art-ed0d26dd67384eed863a3deba60fe002 |
| institution | DOAJ |
| issn | 2720-7722 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | Noyam Journals |
| record_format | Article |
| series | E-Journal of Humanities, Arts and Social Sciences |
| spelling | doaj-art-ed0d26dd67384eed863a3deba60fe0022025-08-20T03:06:43ZengNoyam JournalsE-Journal of Humanities, Arts and Social Sciences2720-77222025-03-0163336346https://doi.org/10.38159/ehass.2025638Home Literacy Practices in Early Education: A Qualitative Case Study of Grade 1 School Children and Teacher InsightsXoliswa Patience Magxala0https://orcid.org/0000-0002-8781-5709 Joseph Baidoo 1https://orcid.org/0000-0001-6342-8037Department of Initial Primary Teachers Education, Faculty of Education, Walter Sisulu University, South Africa. Department of Mathematics, Science and Technology Education, Faculty of Education, Walter Sisulu University, South Africa.South Africa has a complex educational landscape. This study explored four children’s early home literacy practices and their uptake by Grade 1 teachers in rural Libode, Eastern Cape Province in South Africa. The paper addresses the critical need for understanding literacy development in multilingual, resource-constrained environments. Using a qualitative, ethnographic design underpinned by Cultural Historical Activity Theory (CHAT), the study used observations and interviews in home and school settings. The findings revealed a rich diversity of home literacy practices, including oral traditions and emerging digital literacy, contrasting with the school’s emphasis on phonics-based instruction and English as the language of learning. Significant disparities between home and school practices challenge children’s educational transition. Evidence of translanguaging suggests a potential for multilingual approaches to instruction. The study contributes valuable insights for developing culturally responsive pedagogies, informing teacher training, and guiding resource allocation to enhance literacy outcomes in South Africa’s Foundation Phase.https://noyam.org/wp-content/uploads/2025/03/EHASS2025638.pdfhome literacyschool literacy practicescultural historical activity theoryfoundation phase and ethnographic design. |
| spellingShingle | Xoliswa Patience Magxala Joseph Baidoo Home Literacy Practices in Early Education: A Qualitative Case Study of Grade 1 School Children and Teacher Insights E-Journal of Humanities, Arts and Social Sciences home literacy school literacy practices cultural historical activity theory foundation phase and ethnographic design. |
| title | Home Literacy Practices in Early Education: A Qualitative Case Study of Grade 1 School Children and Teacher Insights |
| title_full | Home Literacy Practices in Early Education: A Qualitative Case Study of Grade 1 School Children and Teacher Insights |
| title_fullStr | Home Literacy Practices in Early Education: A Qualitative Case Study of Grade 1 School Children and Teacher Insights |
| title_full_unstemmed | Home Literacy Practices in Early Education: A Qualitative Case Study of Grade 1 School Children and Teacher Insights |
| title_short | Home Literacy Practices in Early Education: A Qualitative Case Study of Grade 1 School Children and Teacher Insights |
| title_sort | home literacy practices in early education a qualitative case study of grade 1 school children and teacher insights |
| topic | home literacy school literacy practices cultural historical activity theory foundation phase and ethnographic design. |
| url | https://noyam.org/wp-content/uploads/2025/03/EHASS2025638.pdf |
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