Exploring Strategies for Teaching Reading to English First Additional Language Learners in Grade 2
Year: 2015
Type: dissertation
Abstract: In this dissertation, I explore the reading strategies teachers utilise in their grade 2 \nclassrooms when teaching English First Additional Language learners (EFAL) in English \nhome language contexts. Participants for this study were grade 2 teachers from three \nformer model-C schools in the Gauteng province. A qualitative research methodology was \nemployed, using a case study design. Data were collected using observation, focus group \ninterviews and one-on-one interviews. The findings that emerged from the study were \nfirstly, that teachers made use of a Balanced Literacy Programme in their classrooms but \nalso placed great emphasis on the development of English comprehension and vocabulary \namong EFAL learners. Secondly, challenges faced by learners such as overcrowding, lack \nof parental support and poverty negatively impacted their English reading development \nand academic achievement. Teachers adapted their strategies to provide support for these \nlearners through adjusting the pace of teaching as well as providing much needed \nindividual attention during group guided reading sessions. Thirdly, teachers made use of a \ncombination of the whole-word approach and phonic approach when teaching reading to \nEFAL learners. And finally it emerged that an inclusion of reading resources in the \nlearners’ home languages as well as technology in EFAL classrooms could positively \ninfluence English reading acquisition among learners in future. Recommendations revealed \nfrom the findings of the study included actively employing additive bilingualism in South \nAfrican schools due to the prevalence of EFAL learners in English home language \ncontexts, creating a language policy specifically for EFAL learners in the South African \ncontext, improving parent education surrounding second language learning and introducing \ntechnology into classrooms.
Author: Sydlin Caddy
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
Funder: University of Pretoria
OpenAlex ID: W2214291266