- Title
- Teachers’ views on grade 7 reading comprehension skills amongst English first additional language learners: a case study
- Creator
- Ruiters, Benedictor
- Subject
- Reading comprehension English language -- Study and teaching -- Foreign speakers
- Date
- 2019
- Type
- Thesis
- Type
- Masters
- Type
- MEd
- Identifier
- http://hdl.handle.net/10353/16307
- Identifier
- vital:40707
- Description
- The purpose of this study was to investigate the views of Teachers about reading comprehension skills in grade 7 English Additional Language classrooms in Buffalo City Metropolitan, Eastern Cape. Objectives are to instil the love for reading and enabling learners to successfully learn to read and attain their full potential. The researcher was interested in exploring broader trends in reading comprehension skills, with the intention of contributing possible strategies to address the literacy level in English First Additional Language. The study was framed as qualitative in inquiry; a face-to-face semi-structured interview was used to collect data. The participants comprised of 24 learners and 4 educators. The theoretical framework utilised was Lev Vygotsky’s (1979) constructivist theory to analyse data using a qualitative analysis approach. Different tools to verify data, which comprised of semi- structured interview of open-ended questions and document analysis to obtain data from English First Additional Language teachers in four primary schools in the Buffalo City Metropolitan District, were used. Findings indicate English First Additional Language learners are not proficient in the language of teaching and learning because in other public schools mother tongue is additive language, while in other schools it does not exist. The recommendation was that the Department of education needs to introduce a reading module for English First Additional teachers who need training in this area of learning. Another recommendation highlighted by teachers is the revisiting of child development theories that will help teachers have a better understanding about the learners and which strategies to utilise during reading.
- Format
- 179 leaves
- Format
- Publisher
- University of Fort Hare
- Publisher
- Faculty of Education
- Language
- English
- Rights
- University of Fort Hare
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Ruiters-Final dissertation EMB.pdf | 2 MB | Adobe Acrobat PDF | View Details Download |