Abstract:
n our rapidly evolving world, equipping English Second Language (ESL) learners with critical
literacy skills has become imperative, enabling them to navigate dynamic environments by
evaluating information critically, adapting to technological changes, and participating
thoughtfully in global conversations. This action research case study investigated the
application of phonemic-orthography to expedite spelling proficiency and cultivate critical
literacy among ESL learners. Conducted within a high school in Lesotho, the study seeked to
enhance spelling proficiency through phonemic-orthography implementation to foster critical
literacy growth. Drawing on five theoretical frameworks—Cultural-Historical Activity Theory,
Legitimation Code Theory, Communicative Language Teaching, Constructivism, and
Behaviorism—the study employed a mixed-method approach. Data collection involved tests,
questionnaires, document analysis, focus groups, reflective journals, activities, and
observations, with analysis conducted using Atlas.ti, Excel, and ANCOVA via Strata17 in SPSS.
Results affirmed that phonemic-orthography significantly accelerates spelling skills within a
compressed two-month period. Simultaneously, the incorporation of phonemic-orthography
facilitates gradual critical literacy development. Notably, the null hypothesis (h0) was rejected,
confirming the impact of phonemic-orthography on both spelling acceleration and critical
literacy development. This research underscores the potency of phonemic-orthography as a
robust strategy and catalyst for enhancing ESL spelling while nurturing critical literacy
proficiencies. The interplay of the five theoretical perspectives underscores the intricacies of
effective pedagogy. The implications extend to educators and researchers seeking impactful
literacy practices in diverse language learning contexts. The findings demonstrate a statistically
significant enhancement in spelling skills among ESL students after adopting phonemic-
orthography techniques. Furthermore, ESL learners exhibit heightened confidence in engaging
critically with complex texts
