The relationship between the teaching of reading and teachers' beliefs in isiZulu home language classes at Foundation Phase

Many studies have found that there is a relationship between beliefs teachers hold about what they teach and their actions. This study aimed at investigating the relationship between teachers' beliefs and the teaching of reading in isiZulu home language classes at foundation phase. Research was conducted in two Durban township schools with six Grade 2 and 3 teachers. Qualitative case study methods were used for data collection. Among findings, the study indicates that teachers are more influenced by their beliefs, which impact on the ways they plan their lessons, the methods they use, and their understanding about the phenomenon of reading. These beliefs include those that relate to experience; ways of teaching; assessment of reading; and teaching materials. The way teachers are heavily reliant on these beliefs makes it hard for them to move from these and to use today's teaching methodologies. As a consequence, the study concludes that teachers' beliefs have an impact on low reading levels in isiZulu home language, and that if most teachers are still heavily reliant on their beliefs about the teaching of reading in the schools, it is going to take some time to remedy the situation.