Chapter 10: Oral language development in diverse early learning environments for sustainable development

The early years of life are critically important for brain and language development. Therefore, the development of oral language skills in Grade R learners is a significant concern within the early childhood development (ECD) sector, where many learners often demonstrate a lack of readiness and language proficiency. This issue is further exacerbated by the prevalence of unqualified Grade R teachers in both schools and independent sites. Former South African Minister of Basic Education, Angie Motshekga, emphasised the vital role of Grade R teachers’ knowledge and skills in effectively implementing the curriculum.

This chapter examines Grade R teachers’ knowledge of strategies to support young children’s oral language acquisition in diverse early learning settings. Utilising a qualitative approach within an interpretive paradigm and a multiple-site case study research design, nine Grade R teachers were purposefully recruited based on their experience in teaching Grade R. Data were collected through interviews, observations, questionnaires and document analysis, ensuring the authenticity and reliability of the research by adhering to qualitative research standards. Thematic analysis of the data revealed that while Grade R teachers understand the principles of oral language, they encounter challenges related to their pedagogical content knowledge. Additionally, these teachers recognise their skills deficit in practices for oral language development. Based on these findings, I recommend prioritising the enhancement of teachers’ pedagogical content knowledge, particularly concerning oral language development for early reading. Furthermore, fostering interaction with parents, the community and other early learning stakeholders is crucial for sustainability, as reading and writing components have historically been prioritised over oral language development.