Challenges of Grade 4 English First Additional Language Reading Instruction

Abstract

This research was conducted at Dzindi Circuit of Vhembe District, Limpopo Province in South Africa. The aim of the study was to investigate challenges teachers face when teaching English First Additional Language (EFAL) reading at Grade 4. This study used a quantitative research paradigm. Questionnaires were administered to 20 teachers who teach Grade 4 at selected primary schools in Dzindi Circuit. The theoretical framework used for the study was bottom-up approach to reading, the cognitive view or the top-down processing, and the metacognitive view. Data were analysed quantitatively using frequency analysis. Analysed data were then presented in the form of tables. The study established that teachers who participated in the study were qualified enough to teach reading at Grade 4. However, there was a discrepancy in the involvement of learners’ parents and in assisting struggling learners. Moreover, many EFAL teachers were not sure whether to include the learners’ first language when teaching reading. The study therefore recommends that teachers be retrained about effective methods of assisting struggling learners. It further recommends in-service training for teachers especially in teaching reading in the context of a different mother tongue.