Phonological Awareness Instructional Practices and Challenges for Implementation in Ethiopian Primary School: A Case Study of Goffa Language Grade One

Abstract

This article delves into the classroom instructional practices of teachers and
the challenges they face in teaching phonological awareness. Employing a
qualitative research approach within a case study design and drawing upon the
sociocultural learning theory as a theoretical framework, the study involved
four teachers, one school director, and one college instructor as participants.
Data collection utilized observations and interviews, with deductive analysis
methods including descriptive and narrative approaches. The findings
underscore that teachers commonly utilize phonological awareness instruction
techniques such as sound identification, syllable segmentation, phoneme
manipulation, phoneme blending, onset-rime awareness, and rhyming.
However, these strategies often fall short in addressing the diverse needs of
students. Additionally, teachers predominantly rely on traditional methods
such as sound and phoneme naming, counting, pointing, and repetition, rather
than more interactive instructional approaches like demonstration, scaffolding,
and modeling of sound and letter teaching methods. These instructional
practices are compounded by various challenges, including low teacher
phonological knowledge, lack of positive attitude and motivation, inadequate
educational resources, and limited parental and community involvement.
Addressing these challenges necessitates ongoing professional support to
enhance teachers' phonological knowledge and capacities in essential
instructional approaches. Moreover, stakeholders must foster conducive
learning environments equipped with diverse educational resources to
facilitate more effective phonological awareness instruction. Furthermore,
broader studies are imperative to grasp the constraints and possibilities of
phonological awareness instruction, ultimately enhancing children's reading
abilities.