Practices and Challenges in Teaching and Assessing Malayalam L1 Reading Comprehension: Educator Perspectives from Kerala

Autor/inn/en	K., Abdul Gafoor; P., Nisha
Titel	Practices and Challenges in Teaching and Assessing Malayalam L1 Reading Comprehension: Educator Perspectives from Kerala
Quelle	12 (2022) 1, S.13-23 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (K., Abdul Gafoor)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Reading Comprehension; Native Language; Educational Policy; Literacy Education; Native Language Instruction; Elementary School Students; Elementary School Teachers; Teacher Educators; Preservice Teachers; Teacher Attitudes; Dravidian Languages; Foreign Countries; Specialists; Teaching Methods; Faculty Development; Resource Centers; Inservice Teacher Education; Evaluation Methods; Barriers; Learning Processes; Reading Instruction; Reading Tests; India + Suchen Sie Ihr Suchwort? Leseverstehen; Politics of education; Bildungspolitik; Native language education; Muttersprachlicher Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerfortbildung; Learning process; Lernprozess; Leseunterricht; Lesetest; Indien
Abstract	Reading and comprehending the mother tongue is one of the most important basic academic skills required for the meaningful and significant learning of every subject, especially in earlier stages of education. Though National Policy Frameworks strongly advocate an integrated approach to the teaching of different skills of language, the school does need to pay special attention to reading and writing in many cases, particularly in the case of home languages. However, only a few agencies conducted studies on mother tongue learning at the primary level in Kerala. Elementary level teachers and teacher educators both at pre and in-service levels on an everyday basis have to plan, implement and assess reading comprehension. Hence they are aware of the challenges and possibilities in this respect. The status of reading comprehension in Malayalam was collected from teachers using a detailed online questionnaire. Focus group discussions with experts including DIET faculties, Trainers from Block Resource Centers and Resource persons of in-service teacher training programmes were conducted. Commendable teaching-learning and assessment practices related to reading at the elementary level, the related challenges and limitations were identified in ways that would help practitioners in improving the teaching and assessment of L1 reading comprehension in Malayalam. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01