Teaching literacy through dramatic storytelling in Foundation Phase

Bianca O’Neill
Mumthaz Banoobhai
Cornelia Smith
Tshwane University of Technology

Literacy is a crucial aspect to consider in Foundation Phase as it impacts learner performance not only in the area of language learning, but also in other learning areas taught at school. When teaching learners at Foundation Phase level it is imperative to use a teaching strategy that can optimise the language proficiency of the learners. Dramatic storytelling is a very useful teaching strategy that can exert a powerful influence on the learning of a language. The main focus in this paper is on dramatic storytelling techniques and the role of the educators and their view of this strategy in the Foundation Phase classroom as a means to enhance literacy. The paper is based on a qualitative research study in which semi-structured interviews and descriptive analysis, with a thematic approach were used.

Australasian Journal of Early Childhood—Volume 41 Number 2 June 2016

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