دورية أكاديمية
Whose Reading Translates into Mastery in English First Additional Language at Intermediate Phase?
| العنوان: | Whose Reading Translates into Mastery in English First Additional Language at Intermediate Phase? |
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| اللغة: | English |
| المؤلفون: | Thapelo Mokgadi (ORCID |
| المصدر: | Reading & Writing: Journal of the Literacy Association of South Africa. 2024 15(1). |
| الإتاحة: | AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://rw.org.za/index.php/rw |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades Grade 5 Middle Schools |
| Descriptors: | Foreign Countries, Mastery Learning, English (Second Language), Second Language Learning, Second Language Instruction, Grade 4, Grade 5, Elementary School Students, Pedagogical Content Knowledge, Reading Instruction, Language Proficiency, Elementary School Teachers, Teaching Methods, Reading Comprehension, Educational Quality |
| مصطلحات جغرافية: | South Africa |
| تدمد: | 2079-8245 2308-1422 |
| مستخلص: | Background: A large number of studies have established that reading for comprehension in South African schools is comparably poor relative to other Southern African states. Some of these studies confirm that learners' competency in reading in English is lacking when contextualised in a learning environment. Various systemic evaluations were conducted intended to establish the gap in the literacy and numeracy of learners as the average achieved in Grade 3 for reading with comprehension was only 39%. Furthermore, a recent study found that only 19% of South Africa's Grade 4 learners can read for meaning. Objective: To investigate whose reading translates to mastery in English First Additional Language (EFAL) in the intermediate phase. Method: An interpretive paradigm, using a qualitative approach was used. Four teachers from two schools were purposively selected for this study. The research involved the participation of 234 learners in Grade 4 and 152 learners in Grade 5 totaling 386 participants. Results: Teachers in the intermediate phase possess pedagogical content knowledge (PCK) which is strengthened by the subject matter knowledge in the teaching of reading in EFAL. While teachers demonstrate PCK, there is a necessity for enhancing the aspect of imparting knowledge of reading for meaning to learners. Conclusion: Teachers were knowledgeable in demonstrating diverse skills in the teaching of reading for meaning. Contribution: This study generates specific strategies for teachers to exhibit their PCK in developing and improving reading for meaning. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1421171 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2079-8245 2308-1422 |
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