DATA ANALYSIS AND FINDINGS 5.1 Introduction

In this chapter the focus is on data analysis and discussion of findings. The data analysed in this chapter was collected through interviews with parents and teachers, classroom observations and analysis of documents. It pertains to language literacy practices in the Grade 3 isiXhosa classroom. The research questions were used to guide data analysis. Firstly, I give an overview of the approach chosen to analyse the data. Secondly, I analyse data in relation to the data presented in Chapter 4 in order to form categories. Finally, I discuss patterns that emerged from data analysis to show the extent to which the literacy practices enhanced or constrained literacy instruction in the Grade 3 classroom.

5.2 DATA ANALYSIS

As mentioned in the previous chapters, this study followed a qualitative approach to collect data in order to investigate literacy practices of isiXhosa in a Grade 3 classroom. Different scholars attach different approaches to analyse data which are governed by the data collection methods that were employed (Barbie and Mouton 2001; Leedy and Ormond 2005). For example, Bowen (2009) suggests two kinds of strategies that could be employed in reading and interpreting qualitative documents, namely, thematic analysis and content analysis. The two approaches are briefly described below.

Content Analysis (CA) focuses on the description of the practices of the participants, but it can also be used as a quantitative data analysis approach. This suggests that CA can be used quantitatively to measure the frequency of different categories and themes, subjecting the data to statistical analysis. It can also be used qualitatively to track common trends in data by making descriptive accounts of events (Braun and Clarke 2006; Vaismoradi, Turunen and Bondas 2013). On the other hand, Fereday & Muir-Cochrane (2006) view the Thematic Analysis (TA) approach as a strategy used by qualitative researchers to search for themes that emerge in the description and the review of data. Likewise, Braun and Clarke (2006) perceive Thematic Analysis as a method used to analyse and report patterns that emerge across a set of collected data. This

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indicates that the researcher does not focus on a single set of data, but looks for similar or contrasting themes from different data collection methods used in the study. This process involves recognising patterns in the data that seem important by reading and re-reading the data. The identification of themes helps to suggest meanings of data, and gives way to emerging themes that later develop to be categories for analysis. One of the identifying characteristics of TA is its flexibility in capturing important aspects in the data that relate to the research question(s) to provide detailed accounts of data (Braun and Clarke 2006; Vaismoradi, Turunen and Bondas (2013).

In this study, I employed Thematic Analysis in order to analyse data collected from a Grade 3 classroom which investigated literacy practices of isiXhosa. I used it to reflect on literacy practices of the Grade 3 teacher and learners, and on how they attached meanings to their experiences and practices. I also used it to triangulate data collected from classroom observations, interviews and from various documents which included curriculum policies and learners’ written work.

As mentioned in Chapter 3, to record the data I made use of a tape recorder. As a first step of analysis, I transcribed the data in order to identify similarities and contrasting ideas, as well as to describe and explain the emerging patterns. Then I grouped the data to formulate themes which relate to the research questions stated in Chapter 1. The following three broad themes emerged from the data which relate to literacy practices in the Grade 3 classroom that was studied, namely, (i) literacy pedagogical practices, (ii) availability and use of literacy resources and (iii) teacher development and support. Below I discuss each of the themes, with different sub-themes to unpack the issues related to each particular theme.

5.3 LITERACY PEDAGOGICAL PRACTICES

Pedagogical strategies are defined as the evidence of a strong connection between the content of what learners need to learn, and the knowledge and skills the teachers have to carry out that learning (Podhajski, Mather and Nathan 2009). This means that pedagogical strategies are the methods that the teacher makes use of in order to support learners throughout the learning process. The connection between the teacher’s knowledge and skills, together with knowledge that learners require in terms of literacy comprehension should be sufficient in order to empower

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and enhance literacy development for conceptual gains. The established relationship between literacy content and the teacher’s strategies forms solid pedagogical subject knowledge (Podhajski, Mather and Nathan 2009). In other words, the teacher needs to possess disciplinary knowledge in order to support the learners in the classroom and they should also possess a magnitude of techniques (pedagogical knowledge) to carry the knowledge across to every learner.

Alexander (2005) views pedagogy as a purposive cultural intervention in individual learners for learning and development. This suggests that a pedagogical strategy is a planned act of teaching that is located within historical boundaries of schooling where learners do not only learn, but also develop other skills. The nature of the connection, historical location and the strategies of how learning is experienced and imparted in the classroom is important to understand classroom practices which form the basis of this study.

In view of the above, pedagogical theme addresses the research question that relates to literacy teaching and learning in a Grade 3 classroom. It is also linked to the main research question which reads: What are the teacher’s and learners’ isiXhosa literacy practices in Grade 3? Different sub-themes have emerged out of the data that serve to unpack literacy pedagogical practices in the Grade 3 classroom. These sub-themes are: (i) classroom talk and learners’ access to literacy (ii) questioning as a pedagogical strategy (iii) development of vocabulary (iv) learners’ writing tasks and (v) the role of feedback in literacy development.

Classroom practice is communicative and Alexander (2005) believes that it is the power of talk that shapes the child’s thinking, learning and development. The following section unpacks Thandi’s classroom instructional or pedagogical practice. It explores the power of talk in order to understand how the teacher facilitated learners’ literacy development in isiXhosa Home Language in the Grade 3 classroom.