Creating Multilingual Reading Spaces: A Qualitative Case Study of a Buddy Reading Programme in a South African Primary School

This qualitative embedded case study explored a multilingual buddy reading programme in a South African primary school aimed at promoting reading for pleasure among Foundation Phase learners in an under-resourced context. Twenty Grade 3 and Grade 7 learners participated in weekly after-school reading sessions over 7 weeks. Guided by Third Space Theory, the study drew on reflective letters, focus groups, and field notes, analysed thematically. Findings suggest improved reading attitudes, confidence, vocabulary development, and learner engagement through translanguaging and peer interaction. The study highlights the potential of multilingual, peer-led reading spaces to foster positive literacy dispositions in diverse schooling contexts.