Approaches and Activities Adopted by M. Ed. Student Teachers of English to Teach Reading: A Critical Assessment

Literature on second language reading suggests that the effectiveness of teaching reading depends largely on theoretically-guided and contextually-informed classroom methodology. In this study, we investigated the classroom methodology adopted by the students of Master of Education (M. Ed.) specializing in English from Mahendra Ratna Campus, Tahachal, who were teaching Bachelor of Education (B. Ed.) reading courses during their practice teachinghence defined as ‘student teachers’ (STs). Foregrounding the role of reading in the overall language development and academic achievement of English as a foreign language (EFL) students, the present B. Ed. English curriculum under Tribhuvan University has adopted a content-based approach to teaching reading. In order to understand how those reading courses were taught, we purposively selected ten M.Ed. STs and observed two classes of each, employing a semi-structured classroom observation scheme. In order to cross-compare STs' classroom performance with their theoretical knowledge about reading pedagogy and overall objectives of the reading courses, we also analyzed the English language teaching course the STs had studied in the M.Ed. program as well as B. Ed. reading courses and coursebooks they were teaching. The collected data were coded and analyzed thematically. The findings show that the teaching methodology adopted by the STs goes counter to the principles of ESL/EFL reading and expectations articulated in the reading courses. These findings illustrate the urgent need to reassess the methodology of teaching reading at the tertiary level and minimize the gap between the M. Ed. English students’ pedagogical knowledge and their classroom performance