Abstract
The study investigates the pedagogies that Setswana Foundation Phase teachers employ when teaching reading in Setswana. This qualitative case study is framed on the Active View of Reading (AVR) model, which focuses on how word recognition and language comprehension work together in a complex way. Through a generic qualitative methodology and a case study design, the study explores how Foundation Phase teachers teach reading in Setswana. Data was collected through semi-structured interviews and classroom observations. Thematic analysis was employed to generate the themes from the data. The findings showed that the teaching of reading was at a superficial level, with an overemphasis on teaching phonics and oral language. Thefindings underscore the urgent need for developing teacher preparation and ongoing professional development for in-service teachers teaching in Setswana.