The role of parents in mother tongue teaching and learning in the foundation phase: a case study of the Man’ombe Circuit, Limpopo province, South Africa

Abstract

This study explores the role of parents in supporting the teaching and learning of the mother tongue in the Foundation Phase within the Man'ombe Circuit, Mopani District, Limpopo Province, South Africa. The primary aim was to investigate how parental involvement influences the development of learners' language skills in their home language and how it impacts their academic performance. Through a qualitative research approach, the study employed interviews and surveys with parents, teachers, and school administrators to gather data on parental practices, challenges, and perceptions regarding mother tongue instruction. The findings indicate that active parental involvement, such as storytelling, reading, and conversing in the home language, is essential for reinforcing classroom learning. However, barriers like limited resources, a lack of awareness about mother tongue education, and communication challenges between parents and teachers were identified. The study emphasizes the need for improved collaboration between schools and parents, better access to culturally relevant teaching materials, and professional development for teachers to engage parents effectively. The study concludes by recommending that parents adopt more proactive strategies to support their children's language development at home and that educators and policymakers work together to create an environment that fosters mother tongue education. Future research is suggested to focus on the use of technology to support home-language learning and on the long-term impact of parental involvement on academic achievement.