Resources: solid foundation in grade one mother tongue language teaching and learning classroom.


  • Authors: Prof MW Maruma, Prof RJ Singh and Dr WS Chauke


literacy, visual, tactile, Foundation phase, teaching and learning, rural, intervention.


This article seeks to highlight the effect of resources in mother tongue language learning and teaching in grade one classrooms. There is a need to improve literacy education worldwide. Although efforts are made to ensure that learners learn with understanding, the use of resources is seen to be effective in fostering understanding during teaching and learning, especially for Foundation phase learners. The study investigated the use of resources in the mother-tongue, in this case Sepedi. An intervention strategy was employed; teachers were trained in workshops on how to develop and employ resources in language teaching and learning. The final phase of the research investigated the impact of the resources in grade one classes. Instruments used to collect data were lesson observation, interviews, reflective journals and documentary evidence (photographs). The sample consisted of 20 grade one educators. Sixty lessons were observed in phases 1 and 3 of the study. For phase 2, 20 educators were trained in the making of resources in Sepedi. Findings from phase 1 showed minimal presence, use and impact of resources. The use and the impact of resources increased in phase 3. A major recommendation was that do it yourself (DIY) resources are more relevant than the bought ones in mother tongue language teaching and learning in a Foundation phase.