Grade 4 reading comprehension achievement for isiZulu-speaking learners : comparing mother-tongue and English outcomes

Abstract

This study examined factors potentially linked with the reading achievement of South African Grade 4 isiZulu-speaking learners who wrote the Progress in International Reading Literacy Study (PIRLS) 2021 assessment in isiZulu or English. The PIRLS cycles have consistently reported a literacy crisis in South Africa because learners' reading achievement scores fall significantly below the international set mean score, and the achievement for those writing in an African language is meagre. The current study examined factors that may be associated with reading achievement for isiZulu learners who wrote in their mother tongue compared to those who did not. Exploring why isiZulu learners have higher achievement when they write in English rather than their mother tongue is crucial in supporting the teaching and learning of African languages. Two theories, social interaction from Vygotsky and availability of resources from Bourdieu were integrated to develop a conceptual framework to underpin the variables selected for the current study. This study took the form of a secondary data analysis, analysing data from the PIRLS 2021 datasets. Descriptive statistics and regression analysis were calculated to ascertain whether there is an association between the factors investigated and the isiZulu learners' reading literacy achievement. The research results revealed that isiZulu learners who were assessed in English, performed significantly better in reading comprehension than isiZulu learners who were assessed in their mother tongue or another African language. Learners reading achievement was significantly associated with their home and school socio-economic status. The gender of the child was another crucial factor as isiZulu learners (boys) performed significantly lower than isiZulu girls. The study recommends enhancing the quality of teaching and learning in isiZulu so that learners can benefit from learning in their mother tongue.