Abstract:
The study explored, adapted and implemented a balanced reading instruction programme for improving reading comprehension of bilingual children in Uganda. The research investigated the effectiveness of the uniquely designed balanced reading instruction programme to improve teachers’ instruction and children’s reading comprehension in both the native language (Runyankole) and English. The study was prompted by low reading levels, in particular reading comprehension, as experienced by Ugandan primary three bilingual children.
The study was of a critical qualitative nature and employed participatory action research methodology. Being action-oriented, the study was conducted in a primary school setting in partnership with four primary three teachers as direct participants and their children as indirect participants. Data was collected through focus group interviews, direct observation of lessons, analysis of teachers’ lesson plan books, children’s activity books and assessment sheets and a researcher’s reflective journal. The focus group interview sessions and the lessons observed were videotaped and transcribed. Data from the four sources was analysed and categorised in order to identify the themes and sub-themes that emerged.
The study was premised on a conceptual framework that was formulated using two theories, namely Cummins’ (1981) linguistic interdependence hypothesis and Rappaport’s (1984) empowerment theory. The conceptual framework implied that teachers’ instruction influenced children’s attainment of reading comprehension in both their native language and English. The empowerment of teachers with effective strategies, reading activities and resources that enhanced reading comprehension of bilingual children was examined from this perspective. Findings of the study revealed that there were gaps that existed in teacher participants’ instruction of reading comprehension in both Runyankole and English. The findings also indicated that teachers’ participation in the balanced reading instruction programme made them gain skills, strategies and a positive attitude to the instruction of reading comprehension in Runyankole which assisted them to teach English. Consequently, bilingual children attained reading comprehension strategies in Runyankole which they also used to improve their reading comprehension in English.
The study recommended that professional development programmes, particularly for the teaching of reading comprehension in the native language, as well as storybook writing workshops should be initiated by the Education Department of Mbarara Municipality, Uganda. In addition, the head teachers should devote equal time to the teaching of reading comprehension in Runyankole and English in the lower primary classes. Primary teachers’ training colleges should also introduce explicit teaching of reading comprehension in Runyankole and English in the curriculum of the early grades.
