Teacher perceptions of Literacy Pedagogical practices on learner transition: The case of Grade 3- 4 EFAL in Oliver Reginald Tambo Inland District, Eastern Cape, South Africa

This paper utilizes a qualitative research approach to explore teachers’ perceptions of literacy pedagogical practices and their impact on learners transitioning from Grade 3 to Grade 4 in English First Additional Language (EFAL). Rooted in sociocultural theory, the study highlighted the significance of social interactions and cultural influences in the learning and development process. A sample of ten teachers from various schools provided insights through semi-structured interviews and classroom observations. Findings reveal key themes, including the significance of scaffolding literacy skills and the benefits of collaborative learning in fostering peer interactions. Additionally, the incorporation of culturally relevant materials was found to enhance learner engagement, while challenges such as resource limitations and varied learner preparedness were noted. This research highlights effective pedagogical strategies to support literacy development and facilitate successful transitions to higher grades, contributing to the understanding of how teacher perceptions inform literacy practices and impact student outcomes.