Abstract
This study set out to explore learner agency through the perspective of critical literacy
in a Grade 10 reading classroom. This study was conducted at a school in the south
of Johannesburg. The focus of the study is on how learners read critically and how
language affects their reading. This study aimed to examine how learners respond to
and reflect on texts that are designed to promote agency in the reading classroom.
With this aim in mind, data was collected from three Grade 10 English educators and
18 Grade 10 learners.
The theoretical and literature frameworks of this study are grounded on social justice,
critical literacy, critical pedagogy, and critical reading which are discussed in Chapter
2. A qualitative approach was used to obtain data from the research participants. The
Grade 10 learners were given comprehension texts to answer, and focused-group
interviews were conducted with the learners. Semi-structured interviews were also
conducted with the Grade 10 English educators.
The findings in this study reveal that learners struggle to read for meaning and
understanding and that language plays an important role in this facet. The challenge
of learning a second language contributes to the low literacy rate that South Africa
currently faces. It also reveals that teachers face difficulties teaching learners to read
critically and the overloaded curriculum contributes to these challenges.
Based on the findings of this study, it is recommended that teachers should be
adequately trained to teach critical reading skills, learners should be more active in the
classroom, engage with their peers when doing group work and parent involvement in
learners’ academics should be recommended as parents can support, encourage and
motivate learners.
Keywords: critical literacy, critical reading, second language, low literacy rate, agency