Original Research

Speech-language therapists supporting foundation phase teachers with literacy and numeracy in a rural and township context

Anna Maria Wium, Brenda Louw, Irma Eloff
South African Journal of Communication Disorders | Vol 57, No 1 | a45 | DOI: https://doi.org/10.4102/sajcd.v57i1.45 | © 2010 Anna Maria Wium, Brenda Louw, Irma Eloff | This work is licensed under CC Attribution 4.0
Submitted: 19 February 2010 | Published: 10 December 2010

About the author(s)

Anna Maria Wium, University of Pretoria, South Africa
Brenda Louw, University of Pretoria, South Africa
Irma Eloff, Faculty of Education, University of Pretoria, South Africa

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Language is required for learning, but teachers often find it difficult to facilitate listening and language skills while they have to adapt to a new national curriculum with an outcomes-based approach for which they have not necessarily been adequately trained. A multi-faceted support programme was developed for foundation phase teachers to facilitate listening and language for literacy, with a particular focus on the language required for numeracy. The aim of the research was to determine the value of this particular support programme for foundation phase teachers in a semi-rural and township context. A mixed methods approach with a concurrent, equal status triangulation design was used, where qualitative data were transformed to quantitative data in order to be compared in a matrix. The results show that the participants benefited to varying degrees from the programme. The combination of workshops, practical and mentoring components proved to be an effective means of support. The results indicate a need for pre-training selection procedures as more effective support can be provided to homogeneous groups.


educator support, language competence, speech-language therapists


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Crossref Citations

1. Promoting change through political consciousness: A South African speech-language pathology response to the World Report on Disability
Harsha Kathard, Mershen Pillay
International Journal of Speech-Language Pathology  vol: 15  issue: 1  first page: 84  year: 2013  
doi: 10.3109/17549507.2012.757803