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The participants were clearly faced with the challenge of “language barriers” as the home language of the majority of learners at this school was Zulu but the LoLT of the schools was English. These “language barriers” identified by the participants is disconcerting because, as Bond, Tinker, Wasson and Wasson (1994) asserted, if the home language of the learner differs from the LoLT it places the learner at a disadvantage as far as reading is concerned. Language differences increase reading difficulties. This assertion of Bond et al. (1994) was also affirmed in the theoretical framework of this study as Education White Paper 6 (DoE, 2001, p.7) states that learning barriers may occur as a result of “inappropriate LoLT”. On the other hand Hong Kong SAR is a former British colony that also faces a language issue having predominantly English Second Language (ESL) learners. Yet the learners of this country achieved the second highest reading literacy results in PIRLS 2006 (Mullis et al., 2012). Garner (1990 p.2) define learners who have to learn English as a LoLT as “English second language learners” or ESL learners. According to Rost (2001), ESL learners find it difficult to listen to English, and their speaking and reading is influenced since the English phonological system differs from their particular

language. As a result, extensive research is required to determine why the learners from Hong Kong SAR achieved the second highest reading literacy average and South African learners achieved the lowest reading literacy average during PIRLS 2006 even though both countries have predominantly ESL learners.

There appears to be disparity between policymakers and parents regarding the home language and LoLT in our country. The Language in Educational Policy (LiEP) of 1997 recognises that South Africa is a multilingual society and assumes that the home language of learners is the most appropriate for the LoLT. On the other hand South African parents are allowed to choose the language in which their children should be educated. Consequently, urgent further research is required by the DBE and higher authorites to investigate this controversial issue.

Some of the participants recommended that more instructional time be allocated for reading and phonics. This should be considered in conjunction with the language issue discussed above since it was indicated that the majority of the learners at Funeka Primary spoke Zulu and these learners have been identified as learners ESL learners in a preceding section. These learners will need more time to acquire English as Rost (2001) emphasised that ESL learners find it difficult to listen to English, and their speaking and reading is influenced by the English phonological system differing from their particular language. It is also crucial to reconsider the effectiveness of a First Additional Language in the Foundation Phase (Appendix F6 p.292), especially when the LoLT is English, by answering the following question: Is it possible to add the time allocated for the FAL to the acquisition of English as Heugh (2009) pointed out that the latter is clearly the choice of most parents?

It was concluded that reading literacy is a cognitive as well as a socio-cultural process and during the discussion of the theoretical framework of this study (section 2.2.4) and Davidson (2010) proposed an intergrated approach to reading literacy. This would consist of a cognitive and socio-cultural process as it seems more inclusive of the diverse needs of learners and leans towards a more balanced provision of reading literacy instruction. For that reason this is a another area for future research that may benefit the learners, parents and teachers who live in a diverse country with 11 official languages.

Inadequate classroom space was identified as a challenge by three of the participants as overcrowded classroom; whilst another FP teacher implied that the learner-teacher ratio may be a cause of barriers to reading literacy in South Africa. According to Haimson (2014), numerous studies have compared the standardised test results of learners in smaller classes with those of learners in larger classes, and significant improvement of the standardised test results can be attributed to a reduction in class size. This statement is confirmed by Achilles (1997), who states that research has shown that smaller classes have a domino effect on standardised test results that would impact learners up to high school. As a result further research is needed to determine the impact of overcrowded classrooms on the ANA results in South Africa, especially since a country like Luxemburg has an average class size of 17 (Table 2.5).

As outlined in Education White Paper 6 (DoE, 2001), the DoE is committed to early identification of the diverse needs of learners and intervention in the Foundation Phase. According to the DoE (2002), all children can learn and require support, therefore attitudes, curricula and environments must be adjusted if they are to meet those needs. Townsend (2011) confirms that learners are the main focus of the education system and if they experience barriers to learning the educational system must be adjusted to meet their needs. Although several attempts have thus far been made to adjust the environment of learners through various curricular changes and interventions for reading literacy, such as ANA, FFL and GPLMS, there remains a concern about the low literacy levels of South African learners (see chapter one). In view of the proclamation in Education White Paper 6 that diverse learner needs may arise due to inadequate policies and legislation (DoE, 2001), as well as the findings of this study, it can be argued that the low literacy levels of South African learners arise due to mandatory interventions for reading literacy such as FFL, ANA and GPLMS. In view of the preceding discussion, further research is required concerning this contentious issue.