An exploratory study of the benefits of reading clubs for learners in English First Additional Language classrooms
- Authors: Mbebe, Xolela Desmond
- Date: 2024-10-11
- Subjects: English language Study and teaching (Secondary) South Africa , Second language acquisition , Group reading , Reading comprehension , Exploratory research
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463724 , vital:76435
- Description: The study explored how reading clubs inculcate the love of reading in Komani, Eastern Cape Province, South Africa. Reports indicate that learners at secondary schools do not understand the vocabulary used in comprehension passages. They need exposure to a variety of texts to promote reading comprehension. This study is situated in the interpretive paradigm. The participants were three educators with 24 learners in the reading clubs. Vygotsky’s Socio-Cultural Theory was the theoretical framework to explore how reading clubs promote the love of reading. Data was analysed by using an inductive, thematic approach. The findings indicate that the reading clubs instilled the love of reading among the learners, improving their comprehension skills. The other benefits were that reading clubs are a source of pleasure, instil the culture of reading, and develop the learners’ confidence. The implications of the findings of the study are that reading boosted thinking, reading skills, fluency, knowledge, writing, and vocabulary use. Reading clubs were beneficial to both teachers and learners. Teachers improved their practice and could determine, through oral and written reviews, whether reading took place during the silent reading sessions. Involvement in reading clubs had social benefits for learners. , Thesis (MEd) -- Faculty of Education, Institute for the Study of Englishes of Africa, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Mbebe, Xolela Desmond
- Date: 2024-10-11
- Subjects: English language Study and teaching (Secondary) South Africa , Second language acquisition , Group reading , Reading comprehension , Exploratory research
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463724 , vital:76435
- Description: The study explored how reading clubs inculcate the love of reading in Komani, Eastern Cape Province, South Africa. Reports indicate that learners at secondary schools do not understand the vocabulary used in comprehension passages. They need exposure to a variety of texts to promote reading comprehension. This study is situated in the interpretive paradigm. The participants were three educators with 24 learners in the reading clubs. Vygotsky’s Socio-Cultural Theory was the theoretical framework to explore how reading clubs promote the love of reading. Data was analysed by using an inductive, thematic approach. The findings indicate that the reading clubs instilled the love of reading among the learners, improving their comprehension skills. The other benefits were that reading clubs are a source of pleasure, instil the culture of reading, and develop the learners’ confidence. The implications of the findings of the study are that reading boosted thinking, reading skills, fluency, knowledge, writing, and vocabulary use. Reading clubs were beneficial to both teachers and learners. Teachers improved their practice and could determine, through oral and written reviews, whether reading took place during the silent reading sessions. Involvement in reading clubs had social benefits for learners. , Thesis (MEd) -- Faculty of Education, Institute for the Study of Englishes of Africa, 2024
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- Date Issued: 2024-10-11
The reading to learn pedagogy in South African inclusive English First Additional Language classrooms: successes and challenges
- Authors: Moyo, Sheron
- Date: 2024-10-11
- Subjects: Reading (Secondary) South Africa Northern Cape , Reading comprehension , English as a second or foreign language , Inclusive education South Africa Northern Cape , High school students Social conditions
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463735 , vital:76436
- Description: Reading to Learn (RtL) has been frequently suggested for students not meeting grade-appropriate reading standards. However, its achievements and shortcomings have not been examined in inclusive education. In light of this, the main goal of this study was to explore the successes and challenges of this methodology in grade 9 English First Additional Language (FAL) inclusive classrooms across four schools in the Northern Cape Province’s John Taolo Gaetsewe District. In light of the grave concerns about literacy development in South African schools, this methodology was created to fulfil the literacy needs of students from underprivileged groups in Australia. This qualitative study was grounded in social constructivist theory and an interpretative paradigm. The research used an exploratory case study comprising four participants who were purposively recruited and empowered with RtL between 2016 and 2022. The data-gathering methods used were semi-structured interviews, focus group discussions, and classroom observations to get insights into the achievements and shortcomings of the RtL pedagogy in inclusive classrooms. The qualitative data in this study was analysed using thematic analysis. The study’s findings revealed that the RtL pedagogy gave students who faced reading obstacles in inclusive classes the skills needed to read, read with meaning, and improve as readers and writers through its six-step scaffolding interactive cycle. There were challenges in employing the RtL pedagogy in inclusive classes, such as it is time-consuming and makes it difficult for teachers to adhere to the time frame stipulated by the annual teaching plan. Nevertheless, the study’s findings showed that the advantages of the RtL pedagogy outweigh the challenges. , Thesis (MEd) -- Faculty of Education, Institute for the Study of Englishes of Africa, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Moyo, Sheron
- Date: 2024-10-11
- Subjects: Reading (Secondary) South Africa Northern Cape , Reading comprehension , English as a second or foreign language , Inclusive education South Africa Northern Cape , High school students Social conditions
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463735 , vital:76436
- Description: Reading to Learn (RtL) has been frequently suggested for students not meeting grade-appropriate reading standards. However, its achievements and shortcomings have not been examined in inclusive education. In light of this, the main goal of this study was to explore the successes and challenges of this methodology in grade 9 English First Additional Language (FAL) inclusive classrooms across four schools in the Northern Cape Province’s John Taolo Gaetsewe District. In light of the grave concerns about literacy development in South African schools, this methodology was created to fulfil the literacy needs of students from underprivileged groups in Australia. This qualitative study was grounded in social constructivist theory and an interpretative paradigm. The research used an exploratory case study comprising four participants who were purposively recruited and empowered with RtL between 2016 and 2022. The data-gathering methods used were semi-structured interviews, focus group discussions, and classroom observations to get insights into the achievements and shortcomings of the RtL pedagogy in inclusive classrooms. The qualitative data in this study was analysed using thematic analysis. The study’s findings revealed that the RtL pedagogy gave students who faced reading obstacles in inclusive classes the skills needed to read, read with meaning, and improve as readers and writers through its six-step scaffolding interactive cycle. There were challenges in employing the RtL pedagogy in inclusive classes, such as it is time-consuming and makes it difficult for teachers to adhere to the time frame stipulated by the annual teaching plan. Nevertheless, the study’s findings showed that the advantages of the RtL pedagogy outweigh the challenges. , Thesis (MEd) -- Faculty of Education, Institute for the Study of Englishes of Africa, 2024
- Full Text:
- Date Issued: 2024-10-11
Exploring how language teachers’ employment of Reading to Learn (RtL) pedagogy enhances Grade 10 learners’ reading skills
- Authors: Gazide, Sydney
- Date: 2024-04-05
- Subjects: Reading (Secondary) South Africa , Social learning , Systemic functional linguistics , Zone of proximal development , English as a second or foreign language , COVID-19 Pandemic, 2020- Influence , Second language acquisition , Reading comprehension
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/436442 , vital:73272
- Description: The study aimed to explore how language teachers’ employment of the Reading to Learn (RtL) pedagogy enhances Grade 10 learners’ reading skills. The RtL was designed to address challenges regarding learners’ literacy development which other methods could not successfully address. Unfortunately, poor reading skills in English First Additional (FAL) and home languages (HLs) continue to be a challenge among learners from schools situated within poor socio-economic communities in South Africa. The study employed the six-stage curriculum cycle advocated by RtL pedagogy as a scaffolding interaction cycle in the teaching practice reading development sequence to bridge the gap in acquiring reading skills. The main research question for the study was: How can the language teachers’ employment of the RtL pedagogy enhance the teaching of reading? The study was located within the critical education paradigm which encourages critical thinking, creativity, freedom to appreciate and critical awareness in students. This study generated data through focus group discussions, interviews, and document analysis. The research was a case study involving four teachers selected from a secondary school in an informal settlement with low socio-economic standards. A sample of four grade 10 classes with 45 learners in each class for English First Additional Language (FAL), Sesotho Home Language (HL) and Isizulu Home Language (HL) were used in the study. Purposive sampling allowed the researcher to choose participants who were willing to be part of the project. The Reading to Learn pedagogy developed by Rose was drawn from Vygotsky’s, Bernstein’s, and Halliday’s theories. The findings revealed that RtL was used for the professional development of teachers and a methodology that supported learners to improve their reading skills. Even though the study was conducted when South Africa was hit by the COVID-19 pandemic with concomitant learning losses, evidence shows that the Reading to Learn pedagogy improved the sampled Grade 10 learners’ reading skills. It was also highlighted that the department of education (DoE) should create conducive teaching and learning conditions through infrastructural development and provision of resources. , Thesis (MEd) -- Faculty of Education, Institute for the Study of Englishes in Africa, 2023
- Full Text:
- Date Issued: 2024-04-05
- Authors: Gazide, Sydney
- Date: 2024-04-05
- Subjects: Reading (Secondary) South Africa , Social learning , Systemic functional linguistics , Zone of proximal development , English as a second or foreign language , COVID-19 Pandemic, 2020- Influence , Second language acquisition , Reading comprehension
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/436442 , vital:73272
- Description: The study aimed to explore how language teachers’ employment of the Reading to Learn (RtL) pedagogy enhances Grade 10 learners’ reading skills. The RtL was designed to address challenges regarding learners’ literacy development which other methods could not successfully address. Unfortunately, poor reading skills in English First Additional (FAL) and home languages (HLs) continue to be a challenge among learners from schools situated within poor socio-economic communities in South Africa. The study employed the six-stage curriculum cycle advocated by RtL pedagogy as a scaffolding interaction cycle in the teaching practice reading development sequence to bridge the gap in acquiring reading skills. The main research question for the study was: How can the language teachers’ employment of the RtL pedagogy enhance the teaching of reading? The study was located within the critical education paradigm which encourages critical thinking, creativity, freedom to appreciate and critical awareness in students. This study generated data through focus group discussions, interviews, and document analysis. The research was a case study involving four teachers selected from a secondary school in an informal settlement with low socio-economic standards. A sample of four grade 10 classes with 45 learners in each class for English First Additional Language (FAL), Sesotho Home Language (HL) and Isizulu Home Language (HL) were used in the study. Purposive sampling allowed the researcher to choose participants who were willing to be part of the project. The Reading to Learn pedagogy developed by Rose was drawn from Vygotsky’s, Bernstein’s, and Halliday’s theories. The findings revealed that RtL was used for the professional development of teachers and a methodology that supported learners to improve their reading skills. Even though the study was conducted when South Africa was hit by the COVID-19 pandemic with concomitant learning losses, evidence shows that the Reading to Learn pedagogy improved the sampled Grade 10 learners’ reading skills. It was also highlighted that the department of education (DoE) should create conducive teaching and learning conditions through infrastructural development and provision of resources. , Thesis (MEd) -- Faculty of Education, Institute for the Study of Englishes in Africa, 2023
- Full Text:
- Date Issued: 2024-04-05
Grade 3 teachers’ strategies for developing learners’ reading comprehension skills in bilingual classrooms in Idutywa Education District
- Authors: Mzendana, Tembela Rosemary
- Date: 2021-04
- Subjects: Reading (Primary) , Reading comprehension
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/20119 , vital:45281
- Description: Learners’ low literacy achievements with regard to reading and writing in early schooling in South Africa remain a concern, particularly in the Foundation Phase. With regard to reading, amongst other things, Foundation Phase learners have been found to be “barking” at the text. That is an indication that they are struggling with achieving and grasping the main goal and purpose of reading, which is comprehension. In this dissertation, I explore the reading strategies teachers utilise in their grade 3 classrooms when teaching IsiXhosa and English. Participants for this study were grade 3 teachers from 2 different public schools in Idutywa District and grade 3 learners from 2 different public schools in Idutywa district. This qualitative study thus sought to investigate Grade 3 teachers’ strategies for developing learners’ reading comprehension skills in bilingual classrooms in two schools in the Idutywa Education District. Data was generated through semi-structured interviews. Amongst other issues, findings of the study revealed the following: participants reported valuing reading as an important skill that learners need to acquire academic success. Teachers demonstrated some understanding of how reading lessons are sequenced and paced. This study, thus, recommends that if learners are to acquire bilingual reading comprehension skills, both target languages should be valued and teachers be equipped on how to use these languages as resources in the classroom. , Thesis (MEd.) -- University of Fort Hare, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Mzendana, Tembela Rosemary
- Date: 2021-04
- Subjects: Reading (Primary) , Reading comprehension
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/20119 , vital:45281
- Description: Learners’ low literacy achievements with regard to reading and writing in early schooling in South Africa remain a concern, particularly in the Foundation Phase. With regard to reading, amongst other things, Foundation Phase learners have been found to be “barking” at the text. That is an indication that they are struggling with achieving and grasping the main goal and purpose of reading, which is comprehension. In this dissertation, I explore the reading strategies teachers utilise in their grade 3 classrooms when teaching IsiXhosa and English. Participants for this study were grade 3 teachers from 2 different public schools in Idutywa District and grade 3 learners from 2 different public schools in Idutywa district. This qualitative study thus sought to investigate Grade 3 teachers’ strategies for developing learners’ reading comprehension skills in bilingual classrooms in two schools in the Idutywa Education District. Data was generated through semi-structured interviews. Amongst other issues, findings of the study revealed the following: participants reported valuing reading as an important skill that learners need to acquire academic success. Teachers demonstrated some understanding of how reading lessons are sequenced and paced. This study, thus, recommends that if learners are to acquire bilingual reading comprehension skills, both target languages should be valued and teachers be equipped on how to use these languages as resources in the classroom. , Thesis (MEd.) -- University of Fort Hare, 2021
- Full Text:
- Date Issued: 2021-04
A Study of grade 3 teachers' practices of developing learners' comprehension skills when teaching reading of isiXhosa in one selected junior primary school at Mdatsane in the Eastern cape: a case study
- Authors: Filita, Mandisa
- Date: 2014
- Subjects: Reading comprehension , Xhosa language , Teachers -- Training of -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26448 , vital:65318
- Description: The problem of reading in South African schools has attracted the growing attention of researchers in South Africa and the entire world. Learners’ inability to read isiXhosa with understanding has become of major concern to the teachers, parents and the DoE. The root of the problem has been identified as the ineffective teaching of reading of isiXhosa in the schools, which result in learners’ consequent inability to independently apply comprehension skills to learn from reading across the curriculum. Furthermore, systemic barriers that exist in the education system seem to be another reason for learners’ reading problems in isiXhosa. Also there is the problem of the inadequately trained teachers in the home language of learners (isiXhosa) as they seemingly lack capacity to develop learners’ literacy to effective levels. In addition, many learners come from deprived print environments where texts are seldom part of their daily experience. The main aim of this study was to interrogate the practices undertaken by teachers in trying to develop comprehension skills of learners when reading in isiXhosa and the value they attach to reading generally and to the reading of isiXhosa in particular. The support teachers get from relevant stakeholders was also considered. The overall approach used was a qualitative approach. The study was structured according to the case study mode of enquiry, using the interpretive paradigm. The sampling used was purposive as I purposefully selected grade 3 teachers, as grade 3 is an exit grade in foundation phase. Furthermore, convenience sampling was also used for easy access, as the research site was the school where I work. The instruments used for data collection were semi-structured interviews and observations that were conducted in one junior primary school in a township context with four grade 3 teachers. It was found that as much as teachers’ practices have a contributing effect on learners’ inability to read isiXhosa with understanding, there are also various other factors which multiply the problem. The study reveals the following main findings: Firstly, the teachers believe that reading is a very important skill that needs to be developed with learners as all other learning is based on it. , Thesis (MEd) -- Faculty of Education, 2014
- Full Text:
- Date Issued: 2014
- Authors: Filita, Mandisa
- Date: 2014
- Subjects: Reading comprehension , Xhosa language , Teachers -- Training of -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26448 , vital:65318
- Description: The problem of reading in South African schools has attracted the growing attention of researchers in South Africa and the entire world. Learners’ inability to read isiXhosa with understanding has become of major concern to the teachers, parents and the DoE. The root of the problem has been identified as the ineffective teaching of reading of isiXhosa in the schools, which result in learners’ consequent inability to independently apply comprehension skills to learn from reading across the curriculum. Furthermore, systemic barriers that exist in the education system seem to be another reason for learners’ reading problems in isiXhosa. Also there is the problem of the inadequately trained teachers in the home language of learners (isiXhosa) as they seemingly lack capacity to develop learners’ literacy to effective levels. In addition, many learners come from deprived print environments where texts are seldom part of their daily experience. The main aim of this study was to interrogate the practices undertaken by teachers in trying to develop comprehension skills of learners when reading in isiXhosa and the value they attach to reading generally and to the reading of isiXhosa in particular. The support teachers get from relevant stakeholders was also considered. The overall approach used was a qualitative approach. The study was structured according to the case study mode of enquiry, using the interpretive paradigm. The sampling used was purposive as I purposefully selected grade 3 teachers, as grade 3 is an exit grade in foundation phase. Furthermore, convenience sampling was also used for easy access, as the research site was the school where I work. The instruments used for data collection were semi-structured interviews and observations that were conducted in one junior primary school in a township context with four grade 3 teachers. It was found that as much as teachers’ practices have a contributing effect on learners’ inability to read isiXhosa with understanding, there are also various other factors which multiply the problem. The study reveals the following main findings: Firstly, the teachers believe that reading is a very important skill that needs to be developed with learners as all other learning is based on it. , Thesis (MEd) -- Faculty of Education, 2014
- Full Text:
- Date Issued: 2014
An intervention to improve reading comprehension for grade 8 learners
- Authors: Coetzee, Ghauderen N
- Date: 2009
- Subjects: English language -- Study and teaching (Secondary) -- South Africa , Reading comprehension
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9474 , http://hdl.handle.net/10948/934 , English language -- Study and teaching (Secondary) -- South Africa , Reading comprehension
- Description: Since the official opening of ex-model C (previously whites only) schools to learners of all races, cultures and languages, there has been an influx of black learners into these schools. Reasons for this are that many black parents believe the quality of education and resources available at these ex model C schools is better than those available in township schools (De Klerk, 2000). Parents also believe sending their children to English medium schools enables them to compete and be marketable in the global world of work. This dissertation describes a qualitative case study of grade 8 learners who took part in a six week intervention conducted at a school in the Eastern Cape where they learn through an additional language (English). The purpose of the intervention was to equip these learners with skills to enable them to improve their reading and comprehension in this language. Participation in the intervention was voluntarily, based on a selection conducted of learners who wrote a baseline English assessment test. Assessments done during the intervention suggest that isiXhosa home language learners fare academically weaker than their English and Afrikaans counterparts who learn through the medium of English. This correlates with findings done nationally and internationally with regard to South African learners’ literacy levels. This dissertation looks at the affective and cognitive effects of the intervention on its participants. Literature on how additional language learning should be done is examined, as well as the Language in Education policy of South Africa (1997). Findings from the research suggest the importance of establishing a ‘safe’ teaching and learning environment for learning to take place optimally and indicate that interventions to improve English reading can produce positive results. Furthermore the research provides evidence that explicitly teaching reading strategies can improve the participants’ comprehension and overall language competence. While English, as the language of technology and economics is acknowledged, it is argued in this dissertation that due to a lack of information to make informed choices, parents and learners become victims of the ‘straight for English’ phenomenon, and learners are robbed of an opportunity to reach their academic potential. However, if additional language learning takes place under the ideal conditions, learners can be enabled to become academically equipped to deal with the demands of learning through an additional language. What is essential for the afore-mentioned to materialize is that learners need to be equipped with reading and comprehension skills in their home language first, for these skills to be effective in attaining the ‘other’ language. Also, learners need to be aware of the fact that they carry knowledge in their own language that can and should be used to learn (in) the additional language.
- Full Text:
- Date Issued: 2009
- Authors: Coetzee, Ghauderen N
- Date: 2009
- Subjects: English language -- Study and teaching (Secondary) -- South Africa , Reading comprehension
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9474 , http://hdl.handle.net/10948/934 , English language -- Study and teaching (Secondary) -- South Africa , Reading comprehension
- Description: Since the official opening of ex-model C (previously whites only) schools to learners of all races, cultures and languages, there has been an influx of black learners into these schools. Reasons for this are that many black parents believe the quality of education and resources available at these ex model C schools is better than those available in township schools (De Klerk, 2000). Parents also believe sending their children to English medium schools enables them to compete and be marketable in the global world of work. This dissertation describes a qualitative case study of grade 8 learners who took part in a six week intervention conducted at a school in the Eastern Cape where they learn through an additional language (English). The purpose of the intervention was to equip these learners with skills to enable them to improve their reading and comprehension in this language. Participation in the intervention was voluntarily, based on a selection conducted of learners who wrote a baseline English assessment test. Assessments done during the intervention suggest that isiXhosa home language learners fare academically weaker than their English and Afrikaans counterparts who learn through the medium of English. This correlates with findings done nationally and internationally with regard to South African learners’ literacy levels. This dissertation looks at the affective and cognitive effects of the intervention on its participants. Literature on how additional language learning should be done is examined, as well as the Language in Education policy of South Africa (1997). Findings from the research suggest the importance of establishing a ‘safe’ teaching and learning environment for learning to take place optimally and indicate that interventions to improve English reading can produce positive results. Furthermore the research provides evidence that explicitly teaching reading strategies can improve the participants’ comprehension and overall language competence. While English, as the language of technology and economics is acknowledged, it is argued in this dissertation that due to a lack of information to make informed choices, parents and learners become victims of the ‘straight for English’ phenomenon, and learners are robbed of an opportunity to reach their academic potential. However, if additional language learning takes place under the ideal conditions, learners can be enabled to become academically equipped to deal with the demands of learning through an additional language. What is essential for the afore-mentioned to materialize is that learners need to be equipped with reading and comprehension skills in their home language first, for these skills to be effective in attaining the ‘other’ language. Also, learners need to be aware of the fact that they carry knowledge in their own language that can and should be used to learn (in) the additional language.
- Full Text:
- Date Issued: 2009
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