dc.contributor.advisor |
Phatudi, Nkidi Caroline |
en |
dc.contributor.coadvisor |
Hartell, Cycil George |
en |
dc.contributor.postgraduate |
Caddy, Sydlin |
en |
dc.date.accessioned |
2015-11-25T09:53:56Z |
|
dc.date.available |
2015-11-25T09:53:56Z |
|
dc.date.created |
2015/09/01 |
en |
dc.date.issued |
2015 |
en |
dc.description |
Dissertation (MEd)--University of Pretoria, 2015. |
en |
dc.description.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. |
en |
dc.description.availability |
Unrestricted |
en |
dc.description.degree |
MEd |
en |
dc.description.department |
Science, Mathematics and Technology Education |
en |
dc.description.librarian |
tm2015 |
en |
dc.identifier.citation |
Caddy, S 2015, Exploring strategies for teaching reading to English First Additional Language learners in Grade 2, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/50848>
|
en |
dc.identifier.other |
S2015 |
en |
dc.identifier.uri |
http://hdl.handle.net/2263/50848 |
|
dc.language.iso |
en |
en |
dc.publisher |
University of Pretoria |
en_ZA |
dc.rights |
© 2015 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
en |
dc.subject |
UCTD |
en |
dc.title |
Exploring strategies for teaching reading to English First Additional Language learners in Grade 2 |
en |
dc.type |
Dissertation |
en |