Provisioning of isiZulu home language reading anthologies in the foundation phase classroom

This study reports on teachers` resource uptake in an intervention implemented in the first half of 2021. The intervention occurred in terms of providing isiZulu home language (HL) reading anthologies (RAs) and the Teacher`s guide to a sample of 100 quintiles 1-3 primary schools in the King Cetshwayo district in KwaZulu-Natal. This provision stems from limitations of reading resources in African HLs. Hence, this article aims to examine whether the provision of RAs impacted reading practices in the foundation phase (FP) classroom. A qualitative case study was used to gather data in six quintile 1 and 2 schools. Grade 3 reading lessons were observed in the six schools sampled. Data collected were analyzed by using thematic analysis. Findings revealed that the provision of RAs has increased opportunities for the learners to read in their HL, isiZulu. However, teachers did not seem knowledgeable on how to conduct group guided reading activities using the RAs with learners. Based on these findings, although teachers did not seem to understand how to use the RAs according to the guidelines provided, it can be concluded that providing culturally and linguistically relevant resources in African languages is necessary. The findings in this study could advocate for the continuum provisioning of linguistically relevant resources in African languages, as this will not only promote reading interests in African HLs but also authorship and publications. The findings also highlighted the need for the FP teachers to be workshopped and guided effectively on using classroom resources according to their intended use.