Utilising phonemic-orthography to accelerate spelling proficiency for the development of critical literacy skills in a 9th Grade ESL classroom

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