From the Teachers' Perspectives: Resources Used in Teaching Reading Comprehension to English First Additional Language (EFAL) Learners in the FET Phase

Autor/in	Zano, Kufakunesu
Titel	From the Teachers' Perspectives: Resources Used in Teaching Reading Comprehension to English First Additional Language (EFAL) Learners in the FET Phase
Quelle	In: International Journal of Inclusive Education, 27 (2023) 3, S.376-388 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2020.1858979
Schlagwörter	Teacher Attitudes; Reading Comprehension; English (Second Language); Second Language Instruction; Reading Instruction; Foreign Countries; Educational Resources; Language Teachers; Barriers; Textbooks; High School Teachers; Technology Uses in Education; South Africa + Suchen Sie Ihr Suchwort? Lehrerverhalten; Leseverstehen; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Leseunterricht; Ausland; Bildungsmittel; Language teacher; Sprachunterricht; Textbook; Text book; Schulbuch; Lehrbuch; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	At most, schools in South Africa, the learners' performances in English first additional language (EFAL) reading comprehension are a source of worry for stakeholders. The majority of these learners are EFAL speakers. To counteract this discomfort, effective and appropriate resources in the teaching of reading comprehension become handy. This study aimed to investigate the resources used in teaching reading comprehension to EFAL learners in the FET phase. The study employed a qualitative research design, semi-structured interview, to collect data. The sampling frame was six EFAL teachers in South Africa. The results of the study show that EFAL teachers in the FET phase use many resources to teach reading comprehension, which include the dictionary, textbooks, WhatsApp, the parents and videos. The challenges faced by learners in reading comprehension include overuse of the dictionary, a narrow vocabulary base and inability to skim and scan accordingly. It becomes imperative for EFAL to promote an enabling classroom environment so that learners' reading comprehension skills are developed. Teachers need to understand that a deep comprehension is achieved when a reader progresses beyond literal comprehension to using the text combined with prior knowledge to construct understanding. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01