Abstract:

This paper explored how learners perceive the effectiveness of the approaches used by teachers during English comprehension lessons as First Additional Language and medium of instructions. Learners were unable to comprehend English texts due to lack of relevant approaches during English comprehension lessons. This resulted to a low performance of learners in English First Additional Language, and large numbers of dropouts. The qualitative research approach and interpretive paradigm underpinned this study. Amatole West Education District was used as a case study whereby three high schools were purposively selected and each with grade eight, teachers and Subject Advisor. Semi-structured interviews, observations and documents analysis for this paper were used during qualitative data collection. Interviews discussions were taped, transcribed, analysed and the data was categorised into themes. The findings of this paper disclosed irrelevant approaches teachers use and lack of knowledge when teaching English comprehension. The participating teachers had limited understanding of reading English comprehension approaches and this is affecting the learners’ performance. In addition, this resulted to a negative attitude and a total neglect to both teaches and learners towards teaching and learning English comprehension. The participants showed dissatisfaction with the intervention of the Department of Education and the policies they impose on them. The Curriculum and Assessment Policy Statement has no clear guidelines on how to approach English reading comprehension, rather it places reading comprehension under three phases, namely: Pre-reading, During- reading and Post-reading.

This becomes a challenge to teachers as they lack appropriate techniques to teach English comprehension effectively. Thus, the study recommend the intervention from the department of Education by providing more workshops to empower the teachers in order to become competent during English lessons in general.

Keywords:

English First Additional Language, Reading comprehension, Curriculum Assessment Policy Statement (CAPS), Active Learning, Teaching Strategies.