Abstract:
Research demonstrates that teachers’ expectations could influence learners’ reading achievements, both positively and negatively. Specifically, teachers’ expectations determine the level and type of instruction they would map out for learners, which can, in turn, impact learners’ academic outcomes. The goal of the current study is to explore the factors influencing teachers’ expectations of their learners’ reading practices in two South African schools. The study was qualitative and followed a case study design. A sample of six teachers was purposively selected based on the criterion that they were English First Additional Language teachers of reading in the Intermediate, Senior and Further Education and Training Phases. The researcher employed semi-structured, face-to-face interviews to collect data and a process of inductive analysis of the qualitative data. The results revealed that teachers’ expectations concerning their learners’ reading practices were determined by several socioeconomic factors. These include learners’ reading culture, ill-disciplined learners, a lack of parental support regarding reading, a lack of resources, poverty, and a lack of knowledge and responsibility. The findings also demonstrated that, despite unfavourable learning settings, teachers had unique strategies for improving their learners’ reading achievements.
