On 22 August 2024, the University of Johannesburg’s (UJ) Faculty of Education’s Centre for African Languages Teaching (CALT@UJ) hosted a seminar to explore the challenges in the development of African languages within the primary school system. The event, held at Funda UJabule—UJ’s flagship primary school—provided a fitting backdrop for discussions on technical challenges, teacher training, and the experiences of educators in teaching African languages.
Professor Sarah Gravett, UJ’s Acting Deputy Vice-Chancellor: Research and Innovation, delivered the welcoming remarks. She reflected on CALT’s inception and its objectives, emphasising the significance of the centre’s work.
“This is my home—the Soweto Campus. But next year, I will be back home!” she remarked with joy, reflecting on her connection to the campus and the centre’s journey.
Prof. Gravett recounted the origins of CALT, sharing anecdotes from her career and underscoring the importance of language in shaping identity and understanding the world. “Language is more than just a tool for communication; it is integral to our identity and how we relate to and understand the world. My personal interest in African languages stems from my upbringing on a farm, where isiZulu was my second language,” she shared.
Addressing gaps in African language education
Prof. Gravett highlighted the persistent gap between the widespread use of African languages and the challenges in teaching them effectively. She stressed the need for continued efforts to bridge this gap, noting the importance of seminars like this in driving progress.
Dr. Fikile Simelane, a lecturer in Childhood Education who teaches isiZulu to BEd students, presented findings from a study conducted in collaboration with two other academics. The research sought to understand why children struggle with reading comprehension in African languages.
“The study, conducted in 2019, was prompted by concerning results from the Progress in International Reading Study (PIRLS). Despite children learning to read in their home languages, such as isiZulu, their reading performance was alarmingly low,” Dr. Simelane explained.
The research, conducted at a Soweto school with 2,000 learners, focused on 263 children. The findings revealed that while Grade 1 students could identify letters, they struggled with word recognition and reading comprehension. Dr. Simelane emphasised that effective reading must be taught and called for better collaboration between academia and the schooling system to equip teachers with the necessary tools.
Real-world impact: testimonies from educators
Florence Mabula, Deputy Principal of Sicelo Primary School, shared her experience after completing a Sesotho Phonological Awareness and Phonics short learning programme (SLP) with the Department of Childhood Education.
“After attending the SLP, I was revitalised. I returned to my school with new skills that not only improved our classroom environment but also enhanced our students’ critical thinking and reading abilities,” Mabula said. She urged the department to continue offering the SLP, citing its significant benefits.
The event was further enriched by the contributions of Professor Lionel Posthumus, senior research associate at CALT, and Professor Elbie Henning, SARCHI Chair for Integrated Studies of Learning Language, Mathematics, and Science in the Primary School. Their insights, along with those of representatives from the Department of Basic Education, NGOs focused on literacy, and education experts from North West University, underscored the importance of collaboration between academia and the schooling system. The seminar concluded with a call to action for stakeholders to work together to equip teachers with the tools and strategies needed to improve the teaching and learning of African languages in primary schools across South Africa.
