exploring strategies for teaching reading to english first additional language learners in grade 2 PDF
Preview exploring strategies for teaching reading to english first additional language learners in grade 2
EXPLORING STRATEGIES FOR TEACHING READING TO ENGLISH FIRST ADDITIONAL LANGUAGE LEARNERS IN GRADE 2 SYDLIN CADDY 2015 EXPLORING STRATEGIES FOR TEACHING READING TO ENGLISH FIRST ADDITIONAL LANGUAGE LEARNERS IN GRADE 2 by SYDLIN CADDY Submitted in fulfilment of the requirements for the degree of MAGISTER EDUCATIONIS Supervisor Prof N C Phatudi Co-Supervisor Prof C G Hartell Department of Early Childhood Education Faculty of Education University of Pretoria PRETORIA SEPTEMBER 2015 DEDICATION I am dedicating this dissertation to my wonderful mother. Your love for me was immeasurable, and although no longer of this world, you remain the greatest influence on my life. I love you. i ACKNOWLEDGEMENTS I would like to acknowledge a number of people who contributed to the completion of this dissertation. I would like to express my sincere gratitude to: Prof. N. C. Phatudi for all of the hours spent mentoring me throughout this process. Your motivation, reassurance and immense knowledge have been a true blessing. The participants who took time from their busy schedules and shared their personal experiences in order to make this study a possibility. The Gauteng Department of Education for allowing me permission to conduct this study in the selected schools. The Principals and Heads of Department that were so accommodating at all three research sites. Carina Barnard for your kindness, patience and hard work in editing my dissertation. My soulmate, Michael Dilley. You have been my rock throughout this challenging process. Without your unending love and support none of this would have been possible. My inspirational parents and incredible sisters, your constant encouragement and love has inspired me to persevere. My friends, I appreciate your understanding and support. Thank you. ---oOo--- ii UNIVERSITY OF PRETORIA DECLARATION OF ORIGINALITY Full names of student: Sydlin Caddy Student number: 26033462 Declaration: I declare that the dissertation, which I submit for the degree Magister Educationis at the University of Pretoria, is my own work and has not previously been submitted by me for a degree at this or any other tertiary institution. ________________________ ____________________________ Sydlin Caddy Prof N. C. Phatudi SIGNATURE OF STUDENT SIGNATURE OF SUPERVISOR ---oOo--- iii ETHICAL CLEARANCE CERTIFICATE iv ETHICS STATEMENT The author, whose name appears on the title page of this thesis, has obtained, for the research described in this work, the applicable research ethics approval. The author declares that she has observed the ethical standards required in terms of the University of Pretoria’s Code of Ethics for researchers and the policy guidelines for responsible research. ___________________________ Sydlin Caddy SIGNATURE OF STUDENT ---oOo--- v ACKNOWLEDGEMENT OF LANGUAGE EDITING I, Catharina Johanna Barnard, hereby certify that I have revised the language of the dissertation “Exploring strategies for teaching reading to English First Additional Language learners in Grade 2”, written by Sydlin Caddy. I found the standard of the language acceptable provided the corrections as indicated have been made. C. J Barnard BA (English, Latin), H.Ed., Diploma in Translation, Dipl. Special Education Scottburgh 3 May 2015 082 558 9993 ---oOo--- vi ACRONYMS CAPS Curriculum and Assessment Policy Statement DoBE Department of Basic Education DOE Department of Education LoLT Language of Learning and Teaching FAL First Additional Home Language EFAL English First Additional Language USA United States of America ANA Annual National Assessments PIRLS Progress in International Reading and Literacy Study NEEDU National Education Evaluation & Development Unit SVR Simple View of Reading FET Future Education and Training BICS Basic Interpersonal Communication Skills CALP Cognitive Academic Language Proficiency ESL English Second Language TPR Total Physical Response CLT Communicative Language Teaching ---oOo--- vii 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. KEY TERMS Reading strategies English First Additional methods Language approaches English Second Language teaching, learners home language Foundation Phase ---oOo---
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