PROMOTING ACCESS TO AFRICAN RESEARCH

Gender and Behaviour

Log in or Register to get access to full text downloads.

Remember me or Register



DOWNLOAD FULL TEXT Open Access  DOWNLOAD FULL TEXT Subscription or Fee Access

Reading and response as facilitation to the teaching and learning of second/foreign language

John Wankah Foncha, Thinavhudzulo Mafumo, Jane-Francis A Abongdia

Abstract


The main purpose for this study is to find out the different approaches and strategies that can be used in the classroom towards teaching student’s reading skills. This is in view of the fact that reading brings about the development and competency that is critical for literacy. Based on this, Classroom teaching for reading instruction needs to be considered as a critical factor in preventing reading problems and as such, should be the central focus for change.The objectives included enabling students to successfully learn reading in order to promote their’ reading to such a level that they can continue reading to learn and not learning to read. Methodologically, the study is premised within the interpretivist paradigm based on a qualitative research method. It is a case study design. The population comprises all forth year English teaching methods class. The data collection tools included documents, participant observation and journal entry. The findings showed that reading can be easier if it is taught and carried out as social practice with academic purpose. The paper recommends remediation in the form of tutorials or coaching.

Keywords: Reading and Response, Reading Culture, First Additional Language, Constructivism, Social Practice, Meaning Making




AJOL African Journals Online