“We’re going to sit with a generation who cannot even construct a CV because they can’t bloody read”: Reading interventions of teachers of English

Authors

DOI:

https://doi.org/10.17159/2520-9868/i96a10%20

Abstract

Teaching the skill of reading is one of the most intricate tasks expected of teachers, especially after the COVID-19 pandemic due to a decline in Grade 4 learners’ reading comprehension levels. The 2022 PIRLS report validates this decline as it was found that 81% of South African Grade 4 learners struggle to read with comprehension in their home language. This hinders Intermediate Phase learners’ ability to effectively transition from “learning to read” to “reading to learn,” considering that they must start acquiring subject-specific knowledge. This article explores how English Home Language (EHL) and English First Additional Language (EFAL) Intermediate Phase teachers are teaching reading after the COVID-19 pandemic. By making use of an interpretivist qualitative research approach within a phenomenological research design, the reading teaching practices used by EHL and EFAL Intermediate Phase teachers to teach reading were established.

Author Biographies

Chané Denton, NWU

Chané is a PhD student at North-West University who completed her Master’s degree in 2022 with a focus on teaching reading in the Intermediate Phase during the COVID-19 pandemic. Her PhD focuses on developing a literary academic essay writing programme for second-year English for Education students. She has a passion for English language teacher training. The central focus of her research is the development of language skills pertaining to reading and writing and the incorporation thereof into teacher training.

Salomé Romylos, North-West University

Salomé is an Associate Professor at North-West University’s School for Language Education, where she teaches a number of B.Ed. English for Education modules at undergraduate and postgraduate level. She is also the Subject Group Leader for English for Education. Her research focus is on the teaching of literature in English and the different perspectives of how texts are made accessible to students, reading and writing as crucial skills, as well as professional identities of students and teachers.

Matthys Johannes Uys, North-West University

Matthys is a lecturer at North-West University's School for Language Education where he teaches a number of BEd (English for Education) and BEdHons (Language Education) modules – he also supervises MEd students and promotes PhD students. Additionally, he is the programme coordinator for the NWU's BEd Senior and FET Phase programme, Vanderbijjlpark Campus. His research focus is the inclusion of queer literature and transformative teaching and learning.

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Published

2024-10-30

Issue

No. 96 (2024): SAERA Conference Special Edition

Section

Articles

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