Exploring pedagogical translanguaging practices used by ESL primary school teachers to enhance reading comprehension
- Authors: Mufori, Selma Ndagwedhapo
- Date: 2025-04-03
- Subjects: English as a second or foreign language , Translanguaging (Linguistics) , Reading comprehension , Reading comprehension Study and teaching Namibia , Fourth grade (Education) Namibia
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/479985 , vital:78386 , https://doi.org/10.21504/RUR.28955792.v1
- Description: Namibia has decided to use English as the transitional language and medium of instruction for Grade 4, even though learners have been performing poorly in English Second Language (ESL). Despite various interventions being recommended to address this issue, there has been little success. One teaching approach that experienced ESL teachers may use to enhance reading comprehension is pedagogical translanguaging. However, there is a lack of research exploring the use of this approach in Namibian primary schools, particularly in Grade 4. To address this gap, this study was conducted to investigate the pedagogical translanguaging practices employed by Grade 4 ESL primary school teachers in Namibia to improve reading comprehension. A qualitative exploratory case study oriented to an interpretivist paradigm was conducted. Purposive sampling was used to select five Grade 4 ESL teachers from the Oshikoto region for the study. Data were collected using simulated recall interviews, non-participant observation and document analysis. The data were analysed using an inductive thematic framework. The study showed that using simplified language, gestures, and pictures helped ESL teachers communicate with their learners and improve reading comprehension. The use of visual aids such as picture-rich texts, drawings, sketches and concrete materials (realia) also helped Grade 4 ESL learners in their reading comprehension. This visual support helped in vocabulary acquisition and reinforced the meaning of words through associations with images, leading to a better understanding of the language. The study also found that including drawings and sketches in reading lessons added a layer of pedagogical depth that aligned with learners' cultural backgrounds. This helped teachers to engage with their learners more deeply and promoted a sense of cultural inclusivity in the ESL classroom. The study found that teachers use Oshindonga, the learners’ mother tongue, to communicate with those who struggle with English or find it challenging to understand ESL texts. The study revealed that when teachers encouraged learners to use their mother tongue, they became more active and asked questions for clarity. Moreover, the study revealed that code-switching and language brokering, where Grade 4 emergent ESL learners and the ESL teacher translate or interpret using both the learners' native language and ESL, helped increase learner engagement and comprehension. The findings suggest that using translanguaging practices can enhance comprehension, support learners with special needs and assist in the overall learning and understanding of ESL. Furthermore, the study concluded that Grade 4 ESL teachers employ translanguaging procedures in an unplanned manner, perceiving the use of the mother tongue as a spontaneous action carried out when circumstances require it. This study recommends incorporating translanguaging into the official language policy and the National Curriculum for Basic Education as a means of instruction in ESL classrooms. This official endorsement would guarantee the integration of translanguaging across schools and support consistent language learning. The formalisation and endorsement of translanguaging in the official language policy would prove its success and encourage ESL teachers to utilise it. , Thesis (MEd) -- Faculty of Education, Secondary and Post School Education, 2025
- Full Text:
- Date Issued: 2025-04-03
- Authors: Mufori, Selma Ndagwedhapo
- Date: 2025-04-03
- Subjects: English as a second or foreign language , Translanguaging (Linguistics) , Reading comprehension , Reading comprehension Study and teaching Namibia , Fourth grade (Education) Namibia
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/479985 , vital:78386 , https://doi.org/10.21504/RUR.28955792.v1
- Description: Namibia has decided to use English as the transitional language and medium of instruction for Grade 4, even though learners have been performing poorly in English Second Language (ESL). Despite various interventions being recommended to address this issue, there has been little success. One teaching approach that experienced ESL teachers may use to enhance reading comprehension is pedagogical translanguaging. However, there is a lack of research exploring the use of this approach in Namibian primary schools, particularly in Grade 4. To address this gap, this study was conducted to investigate the pedagogical translanguaging practices employed by Grade 4 ESL primary school teachers in Namibia to improve reading comprehension. A qualitative exploratory case study oriented to an interpretivist paradigm was conducted. Purposive sampling was used to select five Grade 4 ESL teachers from the Oshikoto region for the study. Data were collected using simulated recall interviews, non-participant observation and document analysis. The data were analysed using an inductive thematic framework. The study showed that using simplified language, gestures, and pictures helped ESL teachers communicate with their learners and improve reading comprehension. The use of visual aids such as picture-rich texts, drawings, sketches and concrete materials (realia) also helped Grade 4 ESL learners in their reading comprehension. This visual support helped in vocabulary acquisition and reinforced the meaning of words through associations with images, leading to a better understanding of the language. The study also found that including drawings and sketches in reading lessons added a layer of pedagogical depth that aligned with learners' cultural backgrounds. This helped teachers to engage with their learners more deeply and promoted a sense of cultural inclusivity in the ESL classroom. The study found that teachers use Oshindonga, the learners’ mother tongue, to communicate with those who struggle with English or find it challenging to understand ESL texts. The study revealed that when teachers encouraged learners to use their mother tongue, they became more active and asked questions for clarity. Moreover, the study revealed that code-switching and language brokering, where Grade 4 emergent ESL learners and the ESL teacher translate or interpret using both the learners' native language and ESL, helped increase learner engagement and comprehension. The findings suggest that using translanguaging practices can enhance comprehension, support learners with special needs and assist in the overall learning and understanding of ESL. Furthermore, the study concluded that Grade 4 ESL teachers employ translanguaging procedures in an unplanned manner, perceiving the use of the mother tongue as a spontaneous action carried out when circumstances require it. This study recommends incorporating translanguaging into the official language policy and the National Curriculum for Basic Education as a means of instruction in ESL classrooms. This official endorsement would guarantee the integration of translanguaging across schools and support consistent language learning. The formalisation and endorsement of translanguaging in the official language policy would prove its success and encourage ESL teachers to utilise it. , Thesis (MEd) -- Faculty of Education, Secondary and Post School Education, 2025
- Full Text:
- Date Issued: 2025-04-03
The reading to learn pedagogy in South African inclusive English First Additional Language classrooms: successes and challenges
- Authors: Moyo, Sheron
- Date: 2024-10-11
- Subjects: Reading (Secondary) South Africa Northern Cape , Reading comprehension , English as a second or foreign language , Inclusive education South Africa Northern Cape , High school students Social conditions
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463735 , vital:76436
- Description: Reading to Learn (RtL) has been frequently suggested for students not meeting grade-appropriate reading standards. However, its achievements and shortcomings have not been examined in inclusive education. In light of this, the main goal of this study was to explore the successes and challenges of this methodology in grade 9 English First Additional Language (FAL) inclusive classrooms across four schools in the Northern Cape Province’s John Taolo Gaetsewe District. In light of the grave concerns about literacy development in South African schools, this methodology was created to fulfil the literacy needs of students from underprivileged groups in Australia. This qualitative study was grounded in social constructivist theory and an interpretative paradigm. The research used an exploratory case study comprising four participants who were purposively recruited and empowered with RtL between 2016 and 2022. The data-gathering methods used were semi-structured interviews, focus group discussions, and classroom observations to get insights into the achievements and shortcomings of the RtL pedagogy in inclusive classrooms. The qualitative data in this study was analysed using thematic analysis. The study’s findings revealed that the RtL pedagogy gave students who faced reading obstacles in inclusive classes the skills needed to read, read with meaning, and improve as readers and writers through its six-step scaffolding interactive cycle. There were challenges in employing the RtL pedagogy in inclusive classes, such as it is time-consuming and makes it difficult for teachers to adhere to the time frame stipulated by the annual teaching plan. Nevertheless, the study’s findings showed that the advantages of the RtL pedagogy outweigh the challenges. , Thesis (MEd) -- Faculty of Education, Institute for the Study of Englishes of Africa, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Moyo, Sheron
- Date: 2024-10-11
- Subjects: Reading (Secondary) South Africa Northern Cape , Reading comprehension , English as a second or foreign language , Inclusive education South Africa Northern Cape , High school students Social conditions
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463735 , vital:76436
- Description: Reading to Learn (RtL) has been frequently suggested for students not meeting grade-appropriate reading standards. However, its achievements and shortcomings have not been examined in inclusive education. In light of this, the main goal of this study was to explore the successes and challenges of this methodology in grade 9 English First Additional Language (FAL) inclusive classrooms across four schools in the Northern Cape Province’s John Taolo Gaetsewe District. In light of the grave concerns about literacy development in South African schools, this methodology was created to fulfil the literacy needs of students from underprivileged groups in Australia. This qualitative study was grounded in social constructivist theory and an interpretative paradigm. The research used an exploratory case study comprising four participants who were purposively recruited and empowered with RtL between 2016 and 2022. The data-gathering methods used were semi-structured interviews, focus group discussions, and classroom observations to get insights into the achievements and shortcomings of the RtL pedagogy in inclusive classrooms. The qualitative data in this study was analysed using thematic analysis. The study’s findings revealed that the RtL pedagogy gave students who faced reading obstacles in inclusive classes the skills needed to read, read with meaning, and improve as readers and writers through its six-step scaffolding interactive cycle. There were challenges in employing the RtL pedagogy in inclusive classes, such as it is time-consuming and makes it difficult for teachers to adhere to the time frame stipulated by the annual teaching plan. Nevertheless, the study’s findings showed that the advantages of the RtL pedagogy outweigh the challenges. , Thesis (MEd) -- Faculty of Education, Institute for the Study of Englishes of Africa, 2024
- Full Text:
- Date Issued: 2024-10-11
Exploring how language teachers’ employment of Reading to Learn (RtL) pedagogy enhances Grade 10 learners’ reading skills
- Authors: Gazide, Sydney
- Date: 2024-04-05
- Subjects: Reading (Secondary) South Africa , Social learning , Systemic functional linguistics , Zone of proximal development , English as a second or foreign language , COVID-19 Pandemic, 2020- Influence , Second language acquisition , Reading comprehension
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/436442 , vital:73272
- Description: The study aimed to explore how language teachers’ employment of the Reading to Learn (RtL) pedagogy enhances Grade 10 learners’ reading skills. The RtL was designed to address challenges regarding learners’ literacy development which other methods could not successfully address. Unfortunately, poor reading skills in English First Additional (FAL) and home languages (HLs) continue to be a challenge among learners from schools situated within poor socio-economic communities in South Africa. The study employed the six-stage curriculum cycle advocated by RtL pedagogy as a scaffolding interaction cycle in the teaching practice reading development sequence to bridge the gap in acquiring reading skills. The main research question for the study was: How can the language teachers’ employment of the RtL pedagogy enhance the teaching of reading? The study was located within the critical education paradigm which encourages critical thinking, creativity, freedom to appreciate and critical awareness in students. This study generated data through focus group discussions, interviews, and document analysis. The research was a case study involving four teachers selected from a secondary school in an informal settlement with low socio-economic standards. A sample of four grade 10 classes with 45 learners in each class for English First Additional Language (FAL), Sesotho Home Language (HL) and Isizulu Home Language (HL) were used in the study. Purposive sampling allowed the researcher to choose participants who were willing to be part of the project. The Reading to Learn pedagogy developed by Rose was drawn from Vygotsky’s, Bernstein’s, and Halliday’s theories. The findings revealed that RtL was used for the professional development of teachers and a methodology that supported learners to improve their reading skills. Even though the study was conducted when South Africa was hit by the COVID-19 pandemic with concomitant learning losses, evidence shows that the Reading to Learn pedagogy improved the sampled Grade 10 learners’ reading skills. It was also highlighted that the department of education (DoE) should create conducive teaching and learning conditions through infrastructural development and provision of resources. , Thesis (MEd) -- Faculty of Education, Institute for the Study of Englishes in Africa, 2023
- Full Text:
- Date Issued: 2024-04-05
- Authors: Gazide, Sydney
- Date: 2024-04-05
- Subjects: Reading (Secondary) South Africa , Social learning , Systemic functional linguistics , Zone of proximal development , English as a second or foreign language , COVID-19 Pandemic, 2020- Influence , Second language acquisition , Reading comprehension
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/436442 , vital:73272
- Description: The study aimed to explore how language teachers’ employment of the Reading to Learn (RtL) pedagogy enhances Grade 10 learners’ reading skills. The RtL was designed to address challenges regarding learners’ literacy development which other methods could not successfully address. Unfortunately, poor reading skills in English First Additional (FAL) and home languages (HLs) continue to be a challenge among learners from schools situated within poor socio-economic communities in South Africa. The study employed the six-stage curriculum cycle advocated by RtL pedagogy as a scaffolding interaction cycle in the teaching practice reading development sequence to bridge the gap in acquiring reading skills. The main research question for the study was: How can the language teachers’ employment of the RtL pedagogy enhance the teaching of reading? The study was located within the critical education paradigm which encourages critical thinking, creativity, freedom to appreciate and critical awareness in students. This study generated data through focus group discussions, interviews, and document analysis. The research was a case study involving four teachers selected from a secondary school in an informal settlement with low socio-economic standards. A sample of four grade 10 classes with 45 learners in each class for English First Additional Language (FAL), Sesotho Home Language (HL) and Isizulu Home Language (HL) were used in the study. Purposive sampling allowed the researcher to choose participants who were willing to be part of the project. The Reading to Learn pedagogy developed by Rose was drawn from Vygotsky’s, Bernstein’s, and Halliday’s theories. The findings revealed that RtL was used for the professional development of teachers and a methodology that supported learners to improve their reading skills. Even though the study was conducted when South Africa was hit by the COVID-19 pandemic with concomitant learning losses, evidence shows that the Reading to Learn pedagogy improved the sampled Grade 10 learners’ reading skills. It was also highlighted that the department of education (DoE) should create conducive teaching and learning conditions through infrastructural development and provision of resources. , Thesis (MEd) -- Faculty of Education, Institute for the Study of Englishes in Africa, 2023
- Full Text:
- Date Issued: 2024-04-05
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