Proceedings of the 8th International Academic Conference on Teaching, Learning and Education
Year: 2024
DOI:
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Teachers’ Perspectives on Teaching Reading Comprehension to Grade 3 English Language Learners
Blandina Manditereza,Mmataola Lebohang Motloung
ABSTRACT:
Foundation Phase is one of the most critical phases in a child’s life. In this phase, children learn and develop valuable skills that help them in the real world. In South Africa, the ‘Foundation Phase’ (FP) refers to the first years of schooling, which includes grades R – 3. In each grade, children need to be at a specific age. Children attend grade R at the age of 6 and progress to grade 1 at 7, grade 2 at 8, and grade 3 at 9. Basic literacy is a significant issue in South Africa. South African children cannot read clearly in 11 official languages. Furthermore, in many South African primary schools, reading instruction often focuses solely on oral performance, neglecting reading comprehension and making sense of written words. Primary school learners are faced with the problem of not understanding what they have read. Using the constructivist learning theory, unpacked within an Interpretive paradigm, the study investigates teachers’ perspectives on teaching reading comprehension to Grade 3 English language learners. Through qualitative methods, including interviews and classroom observations, the research highlights the critical role of instructional strategy in enhancing comprehension skills among learners acquiring English as a second language. Findings reveal teachers often need help implementing effective reading comprehension strategies due to limited training and resources. Many educators express a need for professional development to understand better and apply various pedagogical approaches that cater to the unique needs of English language learners. The study also emphasises the importance of creating an engaging learning environment that fosters motivation and interest in reading. Furthermore, the research underscores the necessity of collaboration between educators and educational institutions to develop comprehensive training programs to improve reading instruction. This study contributes valuable insights into the pedagogical practices surrounding reading comprehension instruction. It is a foundation for future research to improve educational outcomes for English language learners in primary education settings.
keywords: comprehension, Foundation Phase, Language Learners, perspectives, instruction