Athambile Masola is 23 years old and studying towards her Masters in Education at Rhodes University, specialising in mother tongue literacy for the Grade 1 Foundation Phase.
She has involved herself with organisations in Grahamstown who have identified the need to concentrate on building literacy in young learners.
Athambile Masola is 23 years old and studying towards her Masters in Education at Rhodes University, specialising in mother tongue literacy for the Grade 1 Foundation Phase.
She has involved herself with organisations in Grahamstown who have identified the need to concentrate on building literacy in young learners.
What is your own definition of literacy?
Literacy is more than reading and writing, it’s the ability to learn the alphabet and making meaning of the text but it is also about making meaning of the world, especially in a print orientated world.
It is a social practice that is influenced by home environments and communities as well as what happens in the classroom.
It is about interpreting not only texts but the world around us as print assists this in many instances. This does not preclude oral literacy where stories and songs play the same role.
If you were in power, what would you change in South Africa’s education system?
Changing education alone would mean nothing. Education is so intricately intertwined with society and the way people think and view themselves in the world, as well as their understanding of why education is important.
Honestly, I wouldn’t know where to begin in SA. Solving education also has a lot to do with changing inequalities.
We have so many people that can have the kind of capabilities which can allow them equal opportunities. People can have a better standard of living and be part of making that happen themselves rather than being victims of anything (history, government and so on).
How have you tried to help out learners of the Grahamstown community?
I became involved as a volunteer in my second year where I was involved in a reading club at Nombulelo Secondary School.
Some volunteers and I tried to get this started in other schools but we faced challenges. Sadly the reading club didn’t take off this year so I have been trying to get involved with organisations in Rhini, who have identified the need to concentrate on building literacy in young learners.
As a member of the Grahamstown Literacy Project I have also been able to be part of a network that seeks to support and encourage literacy initiatives.
In your involvement and experience with schools and learners, how do you think their domestic issues
interfere with their ability to perform?
There’s a huge difference between a learner who is exposed to literacy before they start at school as opposed to a learner who doesn’t have this influence.
Together with that, motivation from home plays a huge role in the level of success a learner might have at school and the opposite is the case.
If you were given a chance to teach at any school, what level would it be and why?
Foundation phase and intermediate phase, I have experience with living with children in these phases and I enjoy their company.
They aren’t old enough to be cheeky, but they aren’t too young not to be able to have a good conversation with them.
Laying the foundations are important so I want to be part of the process. I reckon learners never forget their Grade 1 teacher because they play a huge role in understanding what the twelve year journey in school might be about.
My Grade 1 teacher was Mrs Marais and I still remember her habits in trying to get us to read and enjoy school, that has painted my entire school experience.
How would you cope with teaching teenagers who could be very problematic in high school, how would you handle the situation?
It really depends on the situation and the learner, there are processes in place to address problems in school.
I would try and convey love and understanding towards them because not too long ago I was a teenager too and people had patience with me and loved me despite the issues I had.
