Barriers to acquiring English reading and writing skills by Zulu-speaking foundation-phase learners

Abstract

This article reflects on an investigation into the barriers that hinder Zulu-speaking
English second language (L2) learners in the Foundation Phase from acquiring reading
and writing skills. These barriers are categorised as contextual, language, school and
intrinsic learner factors. A questionnaire based on these categories was completed by
teachers in the Foundation Phase in schools in and around Durban to determine to
what extent teachers\' experiences concur with the barriers identified in the literature
on the subject. Several significant relationships were found between the various
variables which contribute to the problems L2 learners experience in acquiring English
reading and writing skills: poor socioeconomic environments, lack of parental
involvement, low educational level of parents, cognitive factors and various language,
school and intrinsic factors..

Journal for Language Teaching vol Vol. 41 (2) 2007: pp. 139-152