The Effects of Literacy on Parents Themselves
Sibiya
(2004) cited in Dipontsheng et.al (2010) points out, “illiteracy cannot
be alleviated in a country where people are unaware that illiteracy is a
national problemâ€, meaning that people who are illiterate must realize
they can improve their literacy skills. Sibiya (2004) in Dipontsheng
et.al (2010) further suggests that the people must be made aware that
illiteracy is a problem that needs to be addressed. People must take the
initiative to attend adult classes to assist them with basic education
in order to acquire basic reading and writing skills. According to
Willenberg (2005) cited in Dipontsheng et.al (2010), “the high adult
illiteracy means that many children lack opportunities to observe adults
modelling literate behaviourâ€. Research conducted by Clarke (1997) on
women illiteracy and how it affects their daily functioning revealed
that these women are mainly bothered by their inability to sign their
names and complete forms. This research by Clarke (1997) also revealed
that illiterate women could not assist their children with school work,
and attributed illiteracy to the feelings of humiliation, pain,
inferiority, ignorance, isolation, incompetence and noiselessness. In
most cases illiterate people do not take part in decision making
processes because they feel like they have nothing valuable to offer.
Clarke (1997) further indicates that illiteracy has a negative impact on
the lives of illiterate people, due to the fact that in most cases they
hide their illiteracy. Illiterate people struggle to read simple
material like prices when they buy groceries from the shops and they
feel ashamed to ask for assistance. Weigel, Martin and Bennett (2006) in
Dipontsheng et.al 2010, say that certain characteristics of the home
and family, such as income, parents‟ literacy levels and literacy
habits, and parent-child interaction in literacy activities have been
found to be linked to the children’s literacy and language skills. These
characteristics really affect their lives negatively in the sense that
illiterate people find it difficult to function alone and have to depend
on others to read to them or write for them. They find it difficult if
not impossible to assist their children with their school work.
Illiteracy therefore becomes a barrier for them to function effectively
in their daily activities. Weigel et al. (2006:358) cited in Dipontsheng
(2010) indicate, “The home serves as a setting in which language and
literacy are typically first encounteredâ€. Weigel et al. (2006:358)
cited in Dipontsheng (2010) further indicate that joint book reading,
parental valuing of literacy, the quality of the home environment and
the overall supportiveness of the home environment are positively
related to children’s literacy abilities. Therefore the level of
parents‟ encouragement and interest for literacy and their provision for
its resources has an overwhelming effect on children’s progress in
reading and academic performance. There is a need for the schools to
ensure that necessary measures are taken to ensure that parents are
encouraged to take part in educating their children and developing
themselves, because children suffer when their parents are not involved
in the education of their children because they lack literacy skills.
According to Ebersohn & Eloff (2004:175) cited in Dipontsheng (2010)
children who grow up in families where parents can read and write tend
to develop a love of reading and writing as well. In order to increase
the skills of future generations, the role played by their parents
cannot be ignored. According to Cosin and Hales (1997:41) cited in
Dipontsheng (2010) “children need adults who are interested in them;
they need support and guidance for their independence, interdependence
and dependenceâ€. According to Dipontsheng (2010), in most cases it is
difficult for illiterate parents to help their children even if they
love to, as they rely heavily on the teachers for assistance. Kogut
(2004:28) in Dipontsheng (2010) maintains that when parents do not have
sound literacy skills, it is difficult for them to read to their
children, help them with school work or show them the importance of
reading, writing and mathematical skills in daily life. According to
Machet (2002:10) cited in Dipontsheng (2010) “disadvantaged children do
not enter school with the requisite pre-literacy skills, as parents or
care givers are more likely to be illiterate and therefore do not have
books or other literate materials in their environmentâ€. Machet
(2002:10) cited in Dipontsheng (2010) further states that it is not
surprising that although the motivation to learn to read exist in
children, it is sometimes difficult to sustain and develop especially
for the children from low-socio economic backgrounds. If there is a
feeling of inferiority and helplessness among illiterate parents, their
children are more likely to suffer.
Empirical Evidence
The
literature review will be supplemented by an empirical study. Based on
the interpretative paradigm, an empirical investigation will be done to
address the aim of the study. Johnson and Christensen (2008:33) cited in
Dipontsheng (2010) indicate that “a paradigm is a perspective about
research held by a community of researchers that is based on a set of
shared assumptions, concepts, values and practicesâ€. According to
Ritchie and Lewis (2003:7) ) cited in Dipontsheng (2010) interpretivism
is a school of thought that emphasizes the importance of interpretation
and observation in making sense of the social world. For the purpose of
this study the interpretive approach is appropriate because the
participants‟ interpretations, perceptions, experiences and their
understandings are very important sources of information.
