The Impact of Reading Challenges on Foundation Phase English First Additional Language Learners in O.R. Tambo Inland District: Teachers’ Perceptions

Abstract

This study examines the impact of reading challenges on Foundation Phase English First Additional Language (EFAL) learners in South Africa’s O.R. Tambo Inland District. Utilising Vygotsky’s constructivist framework, it explores how reading difficulties affect academic progress and confidence in multilingual contexts. Using a qualitative case study design, the research involved N= = 15 Foundation Phase teachers who were selected through purposive sampling. Data was collected through semi-structured interviews and classroom observations. Thematic analysis identified three key findings: learners face significant difficulties with phonological awareness and grapheme recognition when transitioning from their home language to English, reading challenges adversely affect writing skills and overall academic performance, and these difficulties impact learner confidence and classroom engagement. The study highlights the need for improved phonological awareness instruction, scaffolded learning approaches, and culturally responsive assessments. These insights are crucial for educators and policymakers aiming to improve EFAL instruction in multilingual classrooms with limited resources. They underscore the necessity of targeted interventions that consider linguistic and sociocultural factors in early literacy development.