Bridging the gap of reading challenges amongst Sesotho learners in Grade 4 classroom: A case at Nquthu, South Africa

Aaron Mpho Masowa ORCID iD

Issue: Vol. 7 No.6  2026 Article 13 pp. 1602 – 1615
DOI: https://doi.org/10.38159/ehass.20267613 Published online 23rd July 2026

© 2026 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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This study aims to deepen the understanding of the persistent reading challenges faced by Grade 4 Sesotho learners, particularly within the context of the transition to reading-to-learn in South Africa.  Although Curriculum Assessment Policy Statements outline clear expectations for reading instruction, this research highlights a continued gap between policy and classroom practice in Sesotho Home Language classrooms in Nquthu.  Using a socio-cultural theoretical framework and classroom observations, the study provides context-rich insights into the specific linguistic and pedagogical obstacles that hinder reading development, such as difficulties in decoding vowel and consonant sounds, limited reading fluency, poor pronunciation and articulation, and inadequate teacher support. The study advances knowledge by showing how these challenges are socially and instructionally constructed within the classroom environment, thereby contributing to the broader discourse on African language literacy acquisition.  It also adds to the limited body of empirical research focused specifically on Sesotho literacy in the Intermediate Phase, an area often overshadowed by research on English literacy.  Furthermore, the study offers practical contributions by recommending early baseline assessments and collaborative teaching approaches, which can inform teacher development programmes, literacy interventions, and future curriculum adjustments.  Overall, this research provides theoretical and practical insights that strengthen the scholarly understanding of literacy teaching in South African indigenous languages.

Keywords: Reading, CAPS, Socio-cultural theory, Grade 4 Sesotho learners, literary text.

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Aaron Mpho Masowa has taught in various schools as a teacher since 2013 (Filadelfia Special School, The Beacon High School, Thabo-Thokoza Secondary School, Qhowaneng Primary School, and Motshepuwa Primary School and serve as a Sesotho lecturer in various institutions (Central University of Technology, University of the Free State and currently working as a lecturer and researcher at the University of South Africa (UNISA) in the Department of African Languages. He wrote various Sesotho books (Jo, bophelo bona! Lenyora, Ha re ithuteng, Hoja ka tseba, Dikakata tsa bophelo le Ho se tsebe ke lebote). He has published a number of poems, book chapters, and articles. He teaches language and literature and is strongly involved in community engagement where he develops upcoming authors. His main areas of current research interest include language policy and implementation, literature in African languages, Morphology and Syntax.

Masowa, Aaron Mpho. “Bridging the gap of reading challenges amongst Sesotho learners in Grade 4 classroom: A case at Nquthu, South Africa,” E-Journal of Humanities, Arts and Social Sciences 7, no.6 (2026): 1602 – 1615.  https://doi.org/10.38159/ehass.20267613

© 2026 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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