Abstract:
The ability of learners to develop their writing skill in language subjects is not an easy task for learners, especially for progressed learners in the Tshivenda Home Language (TSVHL) classroom. The main purpose of this study was to investigate challenges that are faced by grade 7 progressed learners when writing Tshivenda Home Language essay questions at Luvuvhu Circuit, Vhembe East District in Limpopo Province. Current literature in the South African context has not focused on the support being implemented to help progressed learners who are experiencing lack of writing skills. However the main specific objective of this study was to gain insight into the teaching strategies that can help progressed learners with their writing difficulties. This study adopted Social Constructivism Theory (1978) by Lev Vygotsky of which the main idea is that knowledge is constructed by group discourse. In this study the researcher has adopted a qualitative research approach. The target population was Tshivenda Home Language progressed learners in grade 7. A stratified random sampling technique was used in selecting the sample for the study. Thus, a sample of five progressed learners, two Tshivenda Home Language Educators, one Departmental Head of language subjects and one Curriculum Advisor of language subjects were used as the participants of the study. Data was collected by the use of interviews and document analysis.
Inductive data analysis was applied to compile an abstract unit of information while building categories and themes in an organisation of data. Key findings of this research suggest that progressed learners are incompetent in syntax, spelling, punctuation and the writing of topic sentences. They lack vocabulary or use vocabulary inappropriately in Tshivenda Home Language essay writing. The main recommendation was that progressed learners should be provided with learning resources such as textbooks at the beginning of each year, this will enable effective learning on how to improve their writing skills in language subjects. Furthermore based on the study, recommendations were made to enable Tshivenda Home Language educators, the Departmental Head of language subjects, curriculum developers and policy makers to come up with approaches to address the challenges progressed learners face when writing essay questions in the Tshivenda Home Language classroom.
