Reading challenges in Sepedi: A critical analysis of language education policies in South African Grade 1 classrooms

Abstract

Research on reading instruction in indigenous African languages remains limited, particularly regarding how language education policies influence literacy outcomes. This gap is especially evident in the context of Sepedi, predominantly spoken in Limpopo province, South Africa. This study explores the critical gaps that language education policies must address to support effective reading instruction in Grade 1 Sepedi classrooms. Grounded in Shulman’s theory of pedagogical content knowledge, specifically curriculum knowledge, it employs a qualitative design through document analysis, using content and thematic analysis to examine five national language-education policies. The findings reveal significant policy misalignment, including contradictory stances on multilingualism, inconsistent terminology and a lack of coherent instructional guidance. Most policies fail to reflect Sepedi’s orthography, particularly in the teaching of phonics and phonemic awareness in the early years/Foundation Phase and offer limited support for teachers. The absence of structured progression in reading instruction and poor alignment across policies contribute to weak literacy outcomes in Sepedi-speaking classrooms. This study shifts attention from learner or teacher deficits to curriculum-level incoherence. Recommendations are made to revise the Sepedi Home Language CAPS to provide structured, language-specific reading instruction. Strengthening teacher training in curriculum knowledge and expanding access to culturally relevant, linguistically appropriate reading materials are also recommended to improve literacy outcomes in the Foundation Phase.