Exploring strategies for teaching reading to English First Additional Language learners in Grade 2

Abstract

In this dissertation, I explore the reading strategies teachers utilise in their grade 2 classrooms when teaching English First Additional Language learners (EFAL) in English home language contexts. Participants for this study were grade 2 teachers from three former model-C schools in the Gauteng province. A qualitative research methodology was employed, using a case study design. Data were collected using observation, focus group interviews and one-on-one interviews. The findings that emerged from the study were firstly, that teachers made use of a Balanced Literacy Programme in their classrooms but also placed great emphasis on the development of English comprehension and vocabulary among EFAL learners. Secondly, challenges faced by learners such as overcrowding, lack of parental support and poverty negatively impacted their English reading development and academic achievement. Teachers adapted their strategies to provide support for these learners through adjusting the pace of teaching as well as providing much needed individual attention during group guided reading sessions. Thirdly, teachers made use of a combination of the whole-word approach and phonic approach when teaching reading to EFAL learners. And finally it emerged that an inclusion of reading resources in the learners’ home languages as well as technology in EFAL classrooms could positively influence English reading acquisition among learners in future. Recommendations revealed from the findings of the study included actively employing additive bilingualism in South African schools due to the prevalence of EFAL learners in English home language contexts, creating a language policy specifically for EFAL learners in the South African context, improving parent education surrounding second language learning and introducing technology into classrooms.