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All Journal ELT Worldwide: Journal of English Language Teaching ACITYA Journal of Teaching & Education
Mpofu, Nhlanhla
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Humanities Education Languange, Linguistic, Communication & Media Other

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Teachers’ self-reported instructional practices for reading comprehension instruction to non-readers Mpofu, Nhlanhla; Mavambe, Tsitsi
ELT Worldwide: Journal of English Language Teaching Vol 10, No 2 (2023)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v10i2.51319

Abstract

This study focuses on the instructional strategies employed by experienced teachers to teach reading comprehension to non-readers in the Namibian upper primary phase within mainstream classrooms. Existing literature suggests that the support provided by experienced teachers is critical for non-readers. However, little is known about the specific strategies used by primary school ESL (English as a Second Language) teachers in Namibia for this purpose. To address this gap, the study utilized a qualitative approach with an exploratory case study design. Data was gathered through class observations and two stimulated recall interviews conducted before and after the observations. Five Grade 5 teachers in the Oshana region of Namibia were purposefully selected as participants. The findings reveal that the teachers employed various strategies to enhance reading comprehension among non-readers. Pre-reading activities involved activating non-readers’ linguistic schema using manipulatives, dictionaries, and glossaries to define new words. Linguistic resources such as flashcards, wall posters, real objects, and pictures were used to expand non-readers’ vocabulary knowledge. Instructional reinforcement strategies, like motivation, activation of prior knowledge through oral discussions, games related to the text, and discussions of reading comprehension rules, were also utilized to support non-readers’ comprehension. The findings hold value for Grade 5 ESL teachers, providing them with effective teaching strategies and opportunities for self-reflection when teaching reading comprehension to non-readers. Additionally, ESL subject advisors can benefit from understanding the needs of primary school non-readers in the Ompundja circuit, Oshana region, to offer appropriate support to upper primary phase ESL teachers in mainstream classes. 
Building bridges: Content-teacher and language-teacher collaboration in South African high schools Mpofu, Nhlanhla
Acitya: Journal of Teaching and Education Vol. 7 No. 1 (2025): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v7i1.4103

Abstract

In educational contexts where learners are instructed in a language different from their mother tongues, governments develop strategies to improve their proficiency in that language. This study examined how content and language integration was carried out in educational settings where English is used as the medium of instruction, focusing on multilingual South African high schools as the research sites to understand this phenomenon. The study included six participants grouped into three pairs, consisting of English teachers and content teachers from Economics and Life Sciences. Data were collected through lesson plan analysis, classroom observations and semi-structured interviews and analysed using inductive thematic analysis. The findings reveal three key themes: collaboration alignment for content and language learning; lesson planning collaboration; and collaboration focused on developing learning materials. The study suggests moving away from deficit-oriented approaches in content and language teaching and adopting an asset-based orientation that recognises and values learners’ strengths.
Co-Authors Mavambe, Tsitsi