Abstract:

Reading remains a challenge for English first additional language (FAL) learners in South Africa. The social and economic obstructions plaguing many rural primary schools hinder the effective teaching of reading. As a result, learners in these schools struggle to attain the desired reading proficiency in English FAL. Although much research has been done to address this problem, studies exploring the use of a blended Intensive-Extensive Reading (IR-ER) approach for learners in rural primary schools remain scarce. The current study explores how teachers use a blended IR-ER approach to improve English FAL learners’ reading proficiency in one rural primary school. Following a qualitative constructivist approach and adopting a single case study design, three purposively selected English FAL teachers were included in this study. Data was generated through the semi-structured interviews and analysed thematically using a qualitative inductive approach. The findings revealed that English FAL teachers use the blended IR-ER approach by simplifying texts through translation, tailoring reading activities and material to learners’ reading and learning preferences, and integrating reading with other language skills to enhance reading proficiency in English FAL classrooms. The study concludes that when applied correctly in the classroom, a blended IR-ER approach can improve reading proficiency for English FAL learners in rural contexts.

Keywords:

English FAL, extensive reading, intensive reading, reading proficiency, rural schools.