Spelling in essay writing by grade 10 Tshivenda home language learners at Mvudi Circuit, Vhembe East District, Limpopo Province, South Africa

Abstract

The study explores spelling challenges experienced by Grade 10 learners in Tshivenḓa home language essay writing. The study included 9 Grade 10 learners and 2 Tshivenḓa Home Language educators at Ḽiivha Combined School. This qualitative study aimed to understand the spelling challenges faced by grade 10 learners and their teacher’s perspective on essay writing. To fit the purpose of the study, simple random sampling was adopted based on Tshivenḓa Home Language spelling learning in the selected school, which includes nine learners and 2 Tshivenḓa Home Language educators. Interviews and document analysis were used to collect data. The social constructivism theory underpins the study. The findings of this study indicate that the most frequently identified spelling errors included incorrect usage of consonants and vowels, omissions, substitutions, and improper application of diacritic marks. The primary causes are the use of technology, the challenges posed by multilingualism, a lack of interest in the native language, inadequate learning and teaching support materials, limited parental involvement, overcrowded classrooms, language barriers, and insufficient proofreading. The analysis revealed that the effects of spelling errors vary among learners, resulting in poor performance, hindering learning development, and low self-esteem. Future research was recommended to investigate the impact of pedagogical interventions focused on orthographic awareness and literacy skills development on reducing spelling errors among Grade 10 Tshivenḓa Home Language learners.