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ERIC Number: EJ1365707
Record Type: Journal
Publication Date: 2022
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0258-2236
EISSN: EISSN-2519-593X
The Role of Higher Education Institutions in Addressing South Africa's Reading Crisis in View of Sustainable Development
Cronje, Martha Magdalena
Perspectives in Education, v40 n3 p181-196 2022
South Africa has an enormous reading crisis necessitating discernment of the real pedagogic causes of failure to read in Grade 1, and to read English as a Second Language (ESL) with understanding later. In this article will be asked if the phonics approach to initial reading is suited to African learners, and why they have to start reading in two languages simultaneously. The advantages of using the syllabic approach to reading will be indicated, as well as the use of communicative language teaching for learning ESL (rather than the form-focused teaching in use), so that learners will be able to benefit from English medium education. Higher Education Institutions are in a position to make a difference, for instance by investigating these issues and influencing policy documents accordingly.
University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: https://journals.ufs.ac.za/index.php/pie/index
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 1; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A