Strategies used by teachers to promote reading in grade 4 : a case of english first additional language learners

The study examines strategies used by teachers to promote reading: A Case of English First Additional Language Learners. The study was located within the constructivism paradigm of reading and used a qualitative research approach that incorporated a case study research design in the collection, analysis and interpretation of the data. The data instruments used were interviews and observations. Data were analyzed using non-statistical procedures. The findings of the study revealed that reading problems are still eminent in Grade Four. It was found that the resources in schools inhibits the progress to promote reading. The educational system is underdeveloped and under resourced with respect to reading materials, and schools are in a bad state due to obsolete facilities. Inadequate infrastructure is also another challenge since most of the participants reported that classes are overcrowded; thus, limiting the space to interact with learners. It was found that primary schools have no libraries; as a result, it was difficult for the teachers to instill the culture of reading. Some participants revealed that technology can be useful to encourage reading, however, their schools have no computer centers and most teachers do not know how to use computers. It emerged from the findings that parents fail to involve themselves in their children’s education. In addition, it was found that poor socio-economic backgrounds affect many homes, and this has a negative impact on schools. Most South African parents are found to be unable to support their children at all. There are also challenges interconnected with the English First Additional Language learners, the eccentricities of the English language, the teacher training and continuing professional development of teachers, as it emerged from the findings of this study that most teachers do not understand the reading strategies, skills of teaching reading and learners lack vocabulary, hence their resistance to reading. A comprehensive model of strategies to improve reading in primary schools was developed by the researcher based on the findings of the study and an extensive literature review