Reading strategies employed by grade 10 english first additional language teachers to elicit reading culture in the King williams town education district
| dc.contributor.advisor | Foncha, John Wankah | en |
| dc.contributor.advisor | Surname, Firstnames | en |
| dc.contributor.author | Gcilishe, Tantaswa Brenda | en |
| dc.date.accessioned | 2026-08-14T01:45:32Z | |
| dc.date.available | 2026-08-14T01:45:32Z | |
| dc.date.issued | 2015 | en |
| dc.description.abstract | This study sought to explore strategies used to elicit a reading culture among secondary schools learners. The importance of reading cannot be over emphasised as it is used as an index to how well an education system is, in the delivering of its mandate of creating a reading nation. In view of this, the South African government has developed a range of legislation and policies that shape reading and literacy in the country. Theoretically, the study is built around the socio-cultural theory which is conceptualised by different reading models. Methodologically, it is premised within the interpretive paradigm based on a case study design. In view of this, the study made use of the Qualitative research method with the principal tools for data collection being; interviews, focus group discussion and, observation. The main findings of the study revealed that using English as the medium of instruction in South Africa is not such a good idea. In this regards, teachers need some form of training to cope with the use of English (a first additional language to both teachers and learners) is a problem in itself. The study recommends that the government needs a) to provide funding to ascertain that resources needed to facilitate reading are available, b) the government should also play the role of monitoring and evaluation to make sure that the policies are kept in place and, c) There is need for in-service training for teachers to make sure that they are living up to expectation. There would be tremendous growth in socio-economic terms with a love for reading being fostered among all members of the school and community. | en |
| dc.format | 132 leaves | en |
| dc.format | en | |
| dc.identifier.citation | Gcilishe, Tantaswa Brenda. 2015 | en |
| dc.identifier.other | vital:29487 | en |
| dc.identifier.other | http://hdl.handle.net/10353/6059 | en |
| dc.identifier.uri | http://hdl.handle.net/20.500.11837/4811 | |
| dc.language.iso | English | en |
| dc.publisher | University of Fort Hare | en |
| dc.publisher | Faculty of Education | en |
| dc.rights | University of Fort Hare | en |
| dc.subject | Reading-skill strategies Reading (Secondary) -- South Africa -- Eastern Cape English language | en |
| dc.subject | Folk music -- Zimbabwe | en |
| dc.subject | Reading-skill strategies | en |
| dc.subject | Reading (Secondary) -- South Africa -- Eastern Cape | en |
| dc.subject | English language | en |
| dc.title | Reading strategies employed by grade 10 english first additional language teachers to elicit reading culture in the King williams town education district | en |
| dc.title.alternative | Reading strategies employed by grade 10 english first additional language teachers to elicit reading culture in the King williams town education district | en |
| dc.type | Thesis | en |
| dc.type | Masters | en |
| dc.type | MEd | en |