Challenges of English as a First Additional Language: Fourth Grade Reading Teachers' Perspectives

Autor/inn/en	Fesi, Liziwe; Mncube, Vusumzi
Titel	Challenges of English as a First Additional Language: Fourth Grade Reading Teachers' Perspectives
Quelle	In: South African Journal of Education, 41 (2021) 3, Artikel 1849 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Fesi, Liziwe) ORCID (Mncube, Vusumzi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Reading Comprehension; Reading Strategies; Public School Teachers; Grade 4; Reading Teachers; Teacher Attitudes; Barriers; Motivation; Class Size; Educational Facilities; Rural Areas; Parent Participation; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Leseverstehen; Reading strategy; Leselernstufe; Lesetechnik; School year 04; 4. Schuljahr; Schuljahr 04; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Lehrerverhalten; psychologische; Motivation (psychologisch); Klassengröße; Bildungsstätte; Rural area; Ländlicher Raum; Elternmitwirkung; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The study reported on here was designed to investigate the challenges faced by teachers when teaching reading in Grade 4 English First Additional Language (EFAL) in East London, South Africa. This research study was framed by the socio-constructivist theory of reading. A case study design that corresponds with the constructivist paradigm was used to gather qualitative data. Semi-structured interviews and observations were conducted with 12 teachers who were purposively selected from 4 public schools (2 English teachers from each school and 1 natural sciences teacher) to establish the challenges that they encountered in their attempts to encourage Grade 4 EFAL learners to gain proficiency in English. Data presented were taken from a large scale on English reading problems. The data were analyzed using Critical Discourse Analysis and were arranged and coded into 5 themes. The major findings refer to the poor level of reading of Grade 4 EFAL learners, a decrease in teacher and learner motivation, overcrowded classrooms and inadequate training on reading strategies. Based on the findings of the study and an extensive literature review, the Comprehensive Model for teaching reading is recommended. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01