Challenges of English as a first additional language: Fourth grade reading teachers’ perspectives

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.

The role of explicit teaching of reading comprehension strategies to an English as a second language learner

“…This highlights the fact that many learners (76%) are learning in their second language and are not performing to the same level as those who speak the same language at home. The low literacy rate has been attributed to the transition from mother tongue (Grades R-3) to English as a language of learning and teaching (LOLT) from Grade 4 onwards (Fesi & Mncube 2021).…”

“…The majority of learners prefer English as a language of teaching and learning and communication because of its status internationally. Fesi and Mncube (2021) pointed out that many people view proficiency in English as equal to access to employment, higher education and a better life. Similarly, Bukhari (2022) revealed that students preferred English as a medium of instruction as they believe it maximises students' future and international opportunities.…”

“…Zimmerman and Smit (2014) supported this statement by saying that many teachers do not maximise occasions to develop the comprehension skills and thinking and reasoning skills of learners, and primary school learners who move to secondary schools are unable to comprehend simple texts. In their studies, Olifant et al (2021) and Fesi and Mncube (2021) found that teachers do not have the ability to explicitly teach reading comprehension strategies.…”

“…This could attest to the 'fourth grade slump' that describes the difficulties learners face when moving from 'learning to read' to 'reading to learn' (Stahl 2016). In addition, learners in Grade 4 switched from mother tongue to learning in English, a language that they are not proficient in (Fesi & Mncube 2021). Treptow, Burns and McComas (2007:159) clarified three levels of literacy learning, namely 'independent' level, 'instructional' level and 'frustration' level.…”

“…The aim of this study was to investigate the role that explicit teaching of reading comprehension strategies had on an English as a second language (ESL) learner. Fesi and Mncube (2021) pointed out that:…”