Learners’ experiences and perceptions towards learning reading, writing and spelling across the curriculum

Abstract

This qualitative study explored the experiences and perceptions of senior secondary learners at a selected school within the Otjozondjupa region regarding the learning of reading, writing, and spelling across the curriculum. The study employed Vygotsky's socio-cultural theory as a theoretical framework to show the socio-cultural influences on language skills development in a diverse educational setting. The researchers randomly selected 10 learners who got questionnaires, 3 teachers who were part of the focus group discussions, and 3 lessons that were selected for observations. The findings disclose perspectives on the integration of language skills across various subjects, shedding light on the social, economic and cultural factors that shape learners' engagement with reading, writing, and spelling. The findings reveal different challenges among learners in mastering spelling, with a notable disparity in the perceived importance of this skill among teachers. Additionally, the study indicates difficulties faced by learners in constructing coherent written narratives, particularly in organising ideas chronologically, and highlights a struggle in reading comprehension. The irregularities in spelling are identified as a major impediment to effective writing. In response to these challenges, the study proposes remedial solutions that emphasise increased spelling, writing, and reading activities to enhance proficiency.