Phonological awareness instructional practices and challenges for implementation in Ethiopian Primary School: a case study of Goffa language Grade One

Abstract

This article delves into the classroom instructional practices of teachers and the challenges they face in teaching phonological awareness. Employing a qualitative research approach within a case study design and drawing upon the sociocultural learning theory as a theoretical framework, the study involved four teachers, one school director, and one college instructor as participants. Data collection utilized observations and interviews, with deductive analysis methods including descriptive and narrative approaches. The  findings underscore that teachers commonly utilize phonological awareness instruction techniques such as sound identification, syllable segmentation, phoneme manipulation, phoneme blending, onset-rime awareness, and rhyming. However, these strategies often fall short in addressing the diverse needs of students. Additionally, teachers predominantly rely on traditional methods such as sound and phoneme naming, counting, pointing, and repetition, rather than more interactive instructional approaches like demonstration, scaffolding, and modeling of sound and letter teaching methods. These instructional practices are compounded by various challenges, including low teacher phonological knowledge, lack of positive attitude and motivation, inadequate educational resources, and limited parental and community involvement. Addressing these challenges necessitates ongoing professional support to enhance teachers' phonological knowledge and capacities in essential instructional approaches. Moreover, stakeholders must foster conducive learning environments equipped with diverse educational resources to facilitate more effective phonological awareness instruction. Furthermore, broader studies are imperative to grasp the constraints and possibilities of phonological awareness instruction, ultimately enhancing children's reading abilities.