Literacy Difficulties In Fourth Graders Transitioning To English Language From Otjiherero In The Otjozondjupa Region

CT

This study investigated the specific literacy difficulties experienced by fourth graders

who previously received instruction in the mother tongue (Otjiherero) at the lower

primary phase and at the time of the study, had transitioned to the upper primary

phase where they receive instruction in English. The mixed method design was used

to collect data. Teachers’ data were collected through open-ended questionnaires,

establishing the kinds of reading instructional methods they are familiar with, which

ones they use when teaching literacy, and their experience teaching children

transitioning from mother tongue instruction to the English medium of instruction at

the upper primary phase. The learners’ decoding, reading, spelling, and

comprehension abilities were assessed to determine the level of literacy and

comprehension skills acquired at the lower primary phase in preparation for the

upper primary phase of schooling.

Results showed that most of the learners experience difficulty with decoding,

reading, spelling, listening, and reading comprehension skills at the upper primary

phase. Furthermore, the results showed that teachers were familiar with three

different kinds of reading instructional methods, all of which they used in literacy

instruction. The teachers viewed teaching transitioning learners as a challenge in that

these learners lacked the English alphabet knowledge and English letter sound

knowledge, resulting in always having to revisit the lower primary phase English

curriculum in order to bring these learners up to standard.

The study concluded that the literacy difficulties the learners experience stem from a

lack of thorough grounding in the basics of literacy learning at the preprimary and

lower primary phases of schooling.