The nature of spelling errors of grade three isiXhosa background learners in English first additional language
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Date
2012
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University of Fort Hare
Abstract
A central concern of education internationally and in South Africa is to develop
children‟s literacy skill. However, a literacy crisis exists in spite of efforts to counter
this. Some researchers have explored the issue of literacy focusing on second
language learners‟ spelling in English as Additional Language. There is, however,
insufficient literature that looks into spelling experiences of isiXhosa background
learners in English First Additional Language. Hence this study investigated the
nature of spelling errors of Grade three isiXhosa background learners in English First
Additional Language. In understanding the nature of spelling errors of Grade three
isiXhosa background learners, the features of words that learners find difficult to
spell and the features of words that learners find easy to spell were investigated.
Moreover, learners‟ barriers in acquiring spelling skills in English First Additional
Language and teacher practices for teaching spelling were examined.
In exploring these issues the study adopted a qualitative approach in order to ensure
reliability and validity of the study. The data gathering process was in the form of
semi-structured interviews, classroom observations and document analysis. One
isiXhosa medium primary school in a Black Township in Buffalo City Municipality in
the East London District was purposively selected to form the context of the study. In
this school English is taught as a subject in grade three. Participants were eight
grade three learners and one Grade three class teacher who teaches these learners.
The findings of the study revealed that learners with an isiXhosa background
seemed to be struggling with understanding basic English words and terms. This is
exacerbated by the fact that the learners seemed to struggle to understand the rules
of the English language. The words that learners find difficulties in to spell in English
Second Language were diagraphs. Barriers to spelling were influenced, among other
issues, by learners‟ pronunciation and their heavy reliance on their mother tongue.
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Keywords
Language and languages -- Orthography and spelling, Spelling errors -- South Africa -- Eastern Cape, School children -- South Africa -- Eastern Cape, Teachers -- South Africa -- Eastern Cape