Reading plays a pivotal role in terms of learners' comprehension and understanding of what is
taught in schools. Reading, as part of nation building, provides rapid and ready access to new
information and knowledge that will help us in life-long learning (DoE, 2008, p.5). In the context
of South Africa, where the legacy of apartheid can still be felt almost 20 years after its collapse,
having literate learners becomes particularly important. This is more so the case considering the
linguistic diversity of South Africa – many learners in multilingual schooling contexts of South
Africa encounters reading difficulties as they are taught in a language foreign to their mother
tongues. If learners cannot read there is a greater likelihood of poor academic achievement. It
was therefore the intention of this study to explore how teachers who speak English as a first
language teach reading to Grade Three learners in multilingual contexts. The study examined the
methodologies Grade Three teachers employed in teaching reading, as well as the support they
offered to Grade Three learners generally and also specifically to those learners who may not
speak English as a first language.
This study followed a qualitative approach and was interpretive in its paradigm. The study's
methodology was that of a case study of three Grade Three teachers in one public primary school
in Durban. Observations were conducted, so as to offer detailed descriptions of Grade Three
teacher's actions, behaviours, and full range of interpersonal interactions between teachers and
learners. The researcher also interviewed and observed teachers teaching reading.
The findings revealed that teachers who speak English as a first language, in a multilingual
school, experience several challenges in teaching reading to Grade Three learners - such as:
teachers having to ask a lot of questions because children battle with comprehension, it takes
time for English second language learners to grasp phonic sounds, and teachers have to spend a
lot of time helping struggling readers. Hence a sound whole-school approach around reading can
greatly smooth the process of teaching. The study found teachers who were not only competent
in the teaching of reading, but who also ensured that support was given to all their learners,
particularly those whose mother tongue is not English. Some key factors that helped them to
overcome their challenges were: the availability of reading materials, knowledge of the reading
process, planning and consistency across the grade, support from school management and the
preparation of intervention strategies. The teachers also employed a variety of methods and
strategies while teaching, thereby ensuring comprehension and support for the learners. The
study recommends that schools should take reading seriously since it had been proven that many
South African learners have poor reading abilities. This means that a whole-school approach
towards reading is required. If learners are able to read well, all subjects in the school benefit. / Thesis (M. Ed.)-University of KwaZulu-Natal, Durban, 2012.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ukzn/oai:http://researchspace.ukzn.ac.za:10413/9477 |
| Date | January 2012 |
| Creators | Msimango, Welile Ntombifuthi. |
| Contributors | Msibi, Thabo. |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.0021 seconds