exploring strategies for teaching reading to english first additional language learners in grade 2

155 Pages·2015·1.31 MB·English

by  Sydlin Caddy

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.
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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.

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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

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ETHICAL CLEARANCE CERTIFICATE
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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

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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

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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

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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
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