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