Evaluating the Challenges Experienced by Grade Three Teachers when Teaching Reading Proficiency in Xitsonga Home Language Classrooms in Limpopo province, South Afric

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The aim of this study was to explore the challenges experienced by grade three teachers when teaching reading proficiency to Xitsonga Home Language learners. A qualitative approach was used with an interpretive research paradigm. A case study was employed as a research design. Vygotsky’s social constructivism theory was used as a theoretical framework. Fifteen grade three Foundation Phase teachers formed part of the sample for the study. The findings from the study revealed learners’ deficiency of willingness to learn to read, which distresses their intellectual capacity to pay attention, as they are not receiving the support they were supposed to get due to being raised by grandparents, and the unavailability of both internal and external teacher workshops. The supplementary data from classroom observations revealed that there was no consistency and emphasis on meaning during the teaching of the big five due to teaching these components implicitly out of context. The study concluded that a reconfiguration of collaborator roles should be reviewed owing to its crucial part in the improvement of the reading proficiency of learners. The study recommended that stakeholders such as teachers, learners, parents and the Department of Basic Education should work together for maximum learner performance. This study will contribute to the urgent call for stakeholders to rethink pedagogies, conceptualize the pedagogies and resuscitate the collaborations between stakeholders concerned with the delivery and teaching of reading that will promote proficiency in the Xitsonga Home language. Keywords: Challenges, Grade Three, Home Language, Proficiency, Reading, Xitsonga

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