The role of higher education institutions in addressing South Africa’s reading crisis in view of sustainable development

Abstract

South Africa has an enormous reading crisis necessitating discernment of the real pedagogic causes of failure to read in Grade 1, and to read English as a Second Language (ESL) with understanding later. In this article will be asked if the phonics approach to initial reading is suited to African learners, and why they have to start reading in two languages simultaneously. The advantages of using the syllabic approach to reading will be indicated, as well as the use of communicative language teaching for learning ESL (rather than the form-focused teaching in use), so that learners will be able to benefit from English medium education. Higher Education Institutions are in a position to make a difference, for instance by investigating these issues and influencing policy documents accordingly.