Teaching English Home Language reading to second language learners: Grade 3 teachers’ teaching strategies

Abstract

Teachers play a significant role in influencing learners' reading and writing skills, along with their capacity to absorb information. Their responsibility is to enhance their reading skills by employing various reading strategies, especially for those whose first language is different from the language of instruction in school. This study looked into the strategies that teachers used in Grade 3 for English as a Second Language (ESL) learners in the context of English Home Language. For the study, ten teachers were purposively sampled from five schools in Johannesburg East District of Gauteng, South Africa. The techniques employed for data collection included non-participatory classroom observations and semi-structured interviews. Data was collected through a qualitative approach and a case study framework, and with the help of Atlas.ti.25 software, the data was analysed using thematic analysis. This study is grounded in Bandura's Social Learning Theory and Vygotsky's Sociocultural Theory. The findings showed that teachers used various reading strategies, such as shared reading, guided reading, phonics instruction, activating prior knowledge, and code-switching to improve learners' understanding. The research revealed that teachers encounter multiple challenges when implementing reading strategies, including limited teaching resources, overcrowded classrooms, limited time, and an overloaded curriculum. The study recommendations are that reducing large classroom sizes is important for effective English reading practices, along with providing culturally and linguistically relevant materials for diverse learners. It is important to improve teacher training by including approaches that account for language differences, providing continuous practical development, and using engaging reading strategies. Involving parents and communities in English reading programmes helps improve the success of learners, especially those who are just starting to learn English. Finally, curriculum design should allow for different pacing and incorporate translanguaging teaching strategies to encourage collaborative reading without time constraints.