Zenex Foundation initiated the Senior Phase English Backlogs Project in 2021 to address learning backlogs in English in grades 8 and 9. It was made up of four pilot projects in 40 low-quintile public schools across four provinces and conducted over two years. Two pilots targeted teachers, while two pilots worked directly with learners. The pilots revealed significant challenges in the Senior Phase that are both structural and content-specific.
The emphasis of the pilots in the project was on reading skills in English, which are essential for accessing and assessing the Senior Phase curriculum.
High levels of English language proficiency for academic purposes are essential for academic success in the South African education system. Despite this, low levels of performance are common.
The Western Cape Education Department’s annual systemic test results for 2023 reflect a 51.6% pass rate in languages in grade 9.1 Despite this, challenges begin much earlier. Results from the 2021 round of the Progress in International Reading Literacy Study (PIRLS) showed that 81% of grade 4 learners in South Africa, and 56% of grade 6 learners, are not able to read for meaning in any language.2
The impact of these language challenges generally affects learning outcomes and, in particular, enrolments in key subjects such as mathematics and science, which are gateway subjects to scarce-skill careers. As a result, Zenex Foundation has supported programmes in the Senior Phase for several years, focusing on both English and mathematics. Zenex has collaborated with the government and other partners to mitigate these adverse learning outcomes.
DEFINITIONS
English language proficiency is the ability to use and understand spoken and written English at a sufficient level for a given context.
Learning backlogs refer to an accumulation of gaps in learners’ foundational knowledge. Backlogs consist of a complex interplay of factors including the quality of teaching, availability of learning and teaching resources, assessment and progression policies, language policies, curriculum pacing and socioeconomic factors.
METHODOLOGY
The project evaluation adopted a mixed-methods approach to gather the information presented in the report.
Case studies: Two rounds of data collection, in two to three schools per pilot, were conducted in the selected schools in 2022 and 2023. These datasets were analysed using limited coding to allow emerging themes and causal logic to surface.
Exploratory learner assessments: A total of 925 randomly selected grade 8 learners across pilot schools were assessed in 2022 to evaluate their reading fluency, vocabulary and reading comprehension using adapted assessment tools. The aim was to understand the scale, nature and distribution of English language reading proficiency backlogs rather than to measure impact.
Implementation fidelity: The fidelity evaluation aimed to determine how closely the pilots adhered to their intended activities.
Training materials review: The review of the research assessed the quality and relevance of the materials used to support teachers and education assistants in implementing the pilot methodologies to shift learning backlogs.
FINDINGS
English reading backlogs are severe
Three-quarters of learners have not mastered basic English vocabulary and many are reading well below the fluency rates expected for their grade (whether compared to international or local benchmarks). Around half of pupils scored 30% or less for the reading comprehension task. Minimal independent reading occurs, which significantly affects English reading backlogs.
Reading backlogs are complex
Addressing reading backlogs is a multifaceted challenge with interconnected causes, highlighting the need for a multipronged and multistakeholder approach. Due to this complexity, intervention programmes must be thoroughly researched and facilitators extensively trained to address backlogs. School management and government should be involved for maximum impact.
School functionality and contextual factors matter
These issues present challenges in the intervention environment that impact implementation and outcomes. Common practices which impact functionality include the movement of teachers across grades, mismatched placement of teachers in the Senior Phase to fill posts and time off school for pupils due to matric learner programmes being prioritised.
Changing attitudes is a positive first step
Affective aspects of the pilots’ Theories of Change such as motivation, confidence and interest were effective, resulting in better adoption of practices by teachers, learners and facilitators. This is a key first step towards changing practice.
Working with teachers
- A high level of teacher attrition and movement, along with dynamic school conditions, impact training and implementation programmes
- Professional development of individual teachers and facilitators is an expensive model at scale
- Expecting teachers to cover curriculum content and address learning backlogs simultaneously within the classroom is unrealistic
- Teachers’ own English language proficiency affects their ability to develop learners’ language skills
- Content-area teachers require training to support learners’ English skills, in addition to English First Additional Language (EFAL) teachers
- Implementing a bilingual/multilingual education approach requires a deliberate pedagogical strategy, which in turn demands time and support
- Frequent interaction between teachers and intervention facilitators are needed to ensure continuity between classwork and intervention activities.
Working with learners
- Attrition can be high in after-school programmes which rely on voluntary attendance. Often self-motivated learners attend, not learners who would benefit most from the intervention
- Personalised support from facilitators such as education assistants can have a significant impact on learner interest and confidence levels
- More practice in class and at home leads to better performance
- Reading culture and motivation to read can increase swiftly through reading clubs
- Extensive training and support for novice facilitators is required
- Expenses such as transport and catering for after-school classes increase the costs of interventions.
Key emerging themes and questions
1. Multiple roles of English and the design of intervention programmes
English occupies a complex role in education, functioning as the language of learning, teaching and assessment, a content subject (EFAL and Home Language) and a language of communication in society. Developing effective programmes requires considering these complex but interconnected roles.
2. Systemic shortcomings in addressing literacy deficiencies
Since basic literacy is not mastered in the Foundation Phase as assumed, it logically follows that its teaching be extended into primary and high school. However, this practice is rare as teachers in the Intermediate and Senior Phases lack sufficient pedagogical training in basic literacy and contend with a curriculum assuming prior skill mastery.
3. The absence of a mutual understanding and shared language on the nature of backlog
A knowledge gap exists when describing reading backlogs in English in terms of specific skills and competencies. There is a need for a more explicit articulation of specific components of skills that constitute backlogs in English and how intervention programmes explicitly address them.
Conclusion
Dealing with backlogs requires a considered response
- Projects should consider what realistically can be remediated and over what duration, given the extent of backlogs.
- Should learners be selected for interventions following a diagnostic assessment?
- When should programmes take place?
- Support needs extra time which might require lengthening the school day, pull-out ‘remedial’ lessons or afternoon classes.
Resource provision requires careful planning
- Teachers and facilitators must be supported with structured pedagogical resources.
- Reading resources must be supplied as a priority item.
- The cost of collateral resources such as transport, catering and printing should be considered.
A review of the curriculum is needed
- The Curriculum and Assessment Policy Statement assumes mastery of basic literacy skills and high levels of English language proficiency for academic purposes which is not evident in classrooms.
- The curriculum should take contextual factors into account as well as intentionally build language and literacy skills across the curriculum.
More research and intervention studies are needed
- A greater understanding of the nature of backlogs in English must be determined and an evidence base built to support the understanding of backlogs.
