An Evaluation of Factors That Contributeto English Second Language Acquisition in the Upper Primary Phase of an Urban School in Namibia: A Case Study

Hautemo, Aletta Mweneni; Julius, Lukas Homateni

doi:10.24297/jal.v7i2.4431

Cited by 3 publications

(4 citation statements)

References 7 publications

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“…Comprehensive methods, such as movie talk and voluntary reading, enable more acquisition than grammar practice (Rygiel, 2016). This means that only speaking the target language (production) does not assist language acquisition sufficiently, instead, learners should be exposed to reading widely (input) in the target language (Hautemo & Julius, 2016).…”

Section: Input Hypothesis and Reading In Eslmentioning

confidence: 99%

theoretical perspective of reading in English second language classrooms

Ithindi

2023

NJLC

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Several language experts have proposed language models that provide a solid foundation for effective second language acquisition. This paper aims to review language theories and explain their relevance to English Second Language (ESL) learning through reading. The ultimate goal is to develop theoretical measures whose considerations and implementations could motivate learners to read more in order to effectively learn ESL, thereby improving academic performance. This paper highlights three theoretical lenses that contribute to the understanding of second language acquisition through reading, namely social constructivism, the input hypothesis, BICS and CALP theory. The study discovered that reading instruction in ESL should be practiced through a combination of multimodality, social interaction, and comprehensive input. The integration and use of appropriate technologies in ESL classrooms, teachers' awareness of their learners' developmental level, exposure to challenging reading materials, and the development of learners' critical thinking skills are all necessary components of second language acquisition. These components should be executed properly in the reading lessons for the learners to acquire ESL to the degree of proficiency.

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Section: Input Hypothesis and Reading In Eslmentioning

confidence: 99%

theoretical perspective of reading in English second language classrooms

Ithindi

2023

NJLC

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“…Despite the efforts to promote inclusive education in Namibia, obstacles remain, particularly concerning literacy and numeracy standards (Ministry of Education, Arts & Culture (MoEAC), 2017). One of the major challenges is the scarcity of qualified teachers, especially in the ESL context, resulting in ineffective learning and teaching experiences (Hautemo & Julius, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Although several studies have been conducted on ESL in the Namibian context with regard to enhancing learners' reading (February, 2019;Hautemo & Julius, 2016;Ithindi, 2019;Kirchner & Mostert, 2017;Liswaniso, 2021), there is still limited research to date pertaining to the teachers' role and experience in supporting primary school non-readers in reading comprehension. According to February (2019), teaching experience is regarded as a crucial factor which contributes to teacher quality in promoting reading in primary school learners.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ self-reported instructional practices for reading comprehension instruction to non-readers

Mpofu,

Mavambe

2023

ELT Worldwide

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This study focuses on the instructional strategies employed by experienced teachers to teach reading comprehension to non-readers in the Namibian upper primary phase within mainstream classrooms. Existing literature suggests that the support provided by experienced teachers is critical for non-readers. However, little is known about the specific strategies used by primary school ESL (English as a Second Language) teachers in Namibia for this purpose. To address this gap, the study utilized a qualitative approach with an exploratory case study design. Data was gathered through class observations and two stimulated recall interviews conducted before and after the observations. Five Grade 5 teachers in the Oshana region of Namibia were purposefully selected as participants. The findings reveal that the teachers employed various strategies to enhance reading comprehension among non-readers. Pre-reading activities involved activating non-readers’ linguistic schema using manipulatives, dictionaries, and glossaries to define new words. Linguistic resources such as flashcards, wall posters, real objects, and pictures were used to expand non-readers’ vocabulary knowledge. Instructional reinforcement strategies, like motivation, activation of prior knowledge through oral discussions, games related to the text, and discussions of reading comprehension rules, were also utilized to support non-readers’ comprehension. The findings hold value for Grade 5 ESL teachers, providing them with effective teaching strategies and opportunities for self-reflection when teaching reading comprehension to non-readers. Additionally, ESL subject advisors can benefit from understanding the needs of primary school non-readers in the Ompundja circuit, Oshana region, to offer appropriate support to upper primary phase ESL teachers in mainstream classes.

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“…In Namibia, English is used as the language of learning and teaching (LOLT) although it is regarded as a second language (ESL). Since the majority of learners speak their mother tongue at home, learners experience difficulties in learning in and through English (Hautemo & Julius, 2016). Totemeyer, Kirchner and Alexander (2015) investigated the reading habits of Namibian learners, revealing that the majority of learners have not developed a reading habit, and as a result, their academic performance is significantly affected.…”

Section: Introductionmentioning

confidence: 99%

exposure of English Ordinary Level learners to reading by ESL teachers

Ithindi,

Engelbrecht,

De Jager

2021

JULACE

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This study investigates the exposure to reading of English Second Language (ESL) learners at Ordinary Level (OL) in Khomas region Senior Secondary Schools. The study focuses on how ESL teachers expose OL learners to reading in the classroom. The qualitative approach with a descriptive case study design was used for this study. Data were collected using non-participant classroom observation and semi-structured interviews with ESL teachers. The collected data were analysed by establishing themes and emerging categories. The study is informed by the principles of the multiliteracies pedagogy of the New London Group (NLG) (1999). The study established that ESL teachers were not exposing OL learners to reading sufficiently, because they were still entrapped in mono-modal teaching habits. The ESL teachers who participated in this study revealed that it was challenge to find appropriate reading materials to use in the classrooms. In addition, participants in this study also demonstrated the lack of broad conceptualisation of literacy that is aligned with the principles and components of the multiliteracies pedagogy. The premise of this paper is to suggest ways in which OL learners can be exposed effectively to reading in ESL classrooms. This study recommends that the principles of the multiliteracies pedagogy (overt instruction, situated practice, critical framing and transformed practices) ought to be introduced in ESL classrooms in Namibia. As a result, ESL teachers will be able to create learning experiences that enable learners to develop strategies to read in a new and unfamiliar manner.

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An Evaluation of Factors That Contributeto English Second Language Acquisition in the Upper Primary Phase of an Urban School in Namibia: A Case Study

Cited by 3 publications

References 7 publications

theoretical perspective of reading in English second language classrooms

theoretical perspective of reading in English second language classrooms

Teachers’ self-reported instructional practices for reading comprehension instruction to non-readers

exposure of English Ordinary Level learners to reading by ESL teachers

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