Abstract

This article explores pedagogical practices for diverse learners in the foundation phase at a combined suburban school in Limpopo Province, South Africa. The problem addressed is the challenge of ensuring effective teaching strategies that support literacy development among learners from varied socioeconomic and cultural backgrounds. The article aims to evaluate the effectiveness of current pedagogical practices and identify strategies to enhance literacy outcomes for these diverse learners. The theoretical framework guiding the study is based on Vygotsky’s Sociocultural Theory and differentiated instruction. The research adopts a qualitative method approach within a case study design, using qualitative data collection methods, including interviews, focus groups, classroom observations. The article’s population consisted of teachers and learners at the school, with purposive sampling used to select participants who could provide relevant insights. Data were gathered from 10 Foundation Phase teachers. The data analysis was conducted through thematic coding for qualitative data. The study is delimited to one suburban school in Limpopo Province of South Africa and focuses specifically on the foundation phase. The trustworthiness of the study was ensured through member checking, triangulation, and peer debriefing. Ethical considerations included informed consent, confidentiality, and the right to withdraw from the study. The study found that differentiated instruction is limited by large class sizes, scarce resources, and the impact of socioeconomic status and home literacy environments on students’ literacy development. Based on these findings, the study recommends enhancing teacher professional development, improving resource allocation, strengthening home-school partnerships, and addressing classroom management challenges. The article concludes by emphasizing the importance of adapting pedagogical practices to support diverse learners and improve literacy outcomes, advocating for continued efforts to ensure inclusive and effective education.

Keywords: Pedagogical practices, Diverse learners, Literacy development, Differentiated instruction, Inclusive education