Abstract:
BACKGROUND : Within the multilingual context of KwaZulu Natal (KZN), learners in Grades 1–3
are taught in their native language which is isiZulu. From Grade 4, English or Afrikaans
becomes the medium of instruction. Yet, many parents prefer that their children be taught in
English. It is the assumption that young learners’ self-concept and identity affect English
language learning and academic achievement.
AIM : The study analysed the interplay between self-concept, and identity in Grade 1’s literacy
practices.
SETTING : The study was conducted in a Grade 1 class in KZN, South Africa.
METHODS : The study drew on Critical Multimodal Discourse Analysis (CMDA) to collect,
analyse and interpret data. Four participants were purposefully chosen to participate in the
study. Data were generated from children’s drawings and online interviews.
RESULTS : The findings showed how learners’ self-concept and identity were influenced by
their family contexts, and feelings experienced in homes. This study suggests that primary
caregivers and teachers create spaces for literacy practice to increase learners’ self-concept
and identity as speakers and writers of English. Using alternative communication strategies
allow learners to (1) think more deeply about what they value, (2) gain an understanding of
who they are in relation to their family members and (3) reveal what their cultural
preferences are.
CONTRIBUTION : The study argues that besides peripheral factors, including family, teachers, and the community, children’s self-concept and identity are influenced by their experiences within
their social sphere, including school. The study recommends further research to explore
teachers influence on young children’s self-concept as English Second Language speakers.
CONTRIBUTION : The study’s contribution towards knowledge is captured through CMDA to
discover and understand learners’ self-concept and identity as English language speakers and
writers.
