From the teachers’ perspectives: resources used in teaching reading comprehension to English First Additional Language (EFAL) learners in the FET phase

ABSTRACT

At most, schools in South Africa, the learners’ performances in English first additional language (EFAL) reading comprehension are a source of worry for stakeholders. The majority of these learners are EFAL speakers. To counteract this discomfort, effective and appropriate resources in the teaching of reading comprehension become handy. This study aimed to investigate the resources used in teaching reading comprehension to EFAL learners in the FET phase. The study employed a qualitative research design, semi-structured interview, to collect data. The sampling frame was six EFAL teachers in South Africa. The results of the study show that EFAL teachers in the FET phase use many resources to teach reading comprehension, which include the dictionary, textbooks, WhatsApp, the parents and videos. The challenges faced by learners in reading comprehension include overuse of the dictionary, a narrow vocabulary base and inability to skim and scan accordingly. It becomes imperative for EFAL to promote an enabling classroom environment so that learners’ reading comprehension skills are developed. Teachers need to understand that a deep comprehension is achieved when a reader progresses beyond literal comprehension to using the text combined with prior knowledge to construct understanding.

KEYWORDS:

• Reading Comprehension
• English First Additional Language
• First Additional Language
• Additional Language
• Curriculum and Assessment Policy Statement

Acknowledgement

The author is highly thankful to the reviewers for their insightful comments.

Disclosure statement

No potential conflict of interest was reported by the author.

Data availability statement

The data used for this work is securely kept by the researcher to guarantee the anonymity of the participants.

Additional information

Funding

This work was not supported by any funding agency.

Notes on contributors

Kufakunesu Zano

Kufakunesu Zano the author has a PhD in English. He has taught English at both primary and high school levels. His research interests include translanguaging, bi/multilingualism and second language acquisition.