Mzukisi Howard Kepe has a Ph.D. in Language Education, amongst numerous qualifications, as well as over 20 years of experience gained across the education platform. He is currently a lecturer at the University of Fort Hare-a researcher-committed to creating a positive learning environment and making a difference in the lives of students.
Many educationists have noted that learners learn to read by reading -much in the same way as they learn any other skill: by doing it and enjoying what they do. This one-year intrinsic case study of Bulembu Lower & Higher Primary School focused on six intermediate phase pupils (Grades 4 to 6). The paper reports on the use of an enhanced Extensive Reading (ER) project aiming to improve learners' literacy. The study was conducted through resource-auditing, prepost case study interviews, and providing plenty of opportunities to access reading materials that pupils enjoy reading in a relaxed atmosphere such as fairy tales, folk tales, novels, plays, English Scholarship Beyond Borders Volume 6, Issue 1 It Starts With a Story! Towards Extensive Reading Kepe and Weagle 4 poetry and media journals (print, audio & visual). The study generated video recordings, classroom corner libraries, translatability, book reports, continuous assessment, long-term intrinsic motivation for reading, and a comprehensive extensive reading project report. Theoretically, the social constructivist theory, in line with Project-Based Learning (PBL) as a holistic framework, informed the study. The study has already revealed that if English First Additional Language learners (EFAL) read age-appropriate, attractive, contemporary reading material, and follow various strategies, their communication skills and academic reading and writing competence will improve.
Many studies were conducted on conventional colonial heritage; however, less attention examines the developing concept of curriculum decolonisation in South African universities. This paper advocates for a hybrid literacy between traditional conceptions of academic literacy and instruction for students’ sociohistorical lives, affluent and less affluent. I discuss and illustrate the hegemony of English in high-learning institutions and the post-apartheid mainstream education system. Alongside my previous work in the language field, I interrogate the impasse of language policy in high education and South African schools. This paper is an ethnographic study congruent with the interpretivism paradigm, employing the semi-structured interview for data collection. The third space supports it as a theoretical framework. It affords the provision and guidance for classroom instruction and autonomous learning modes balance, where developing new knowledge is heightened, allowing students’ voices. It is a response to the 2015-2016 student protests on South African university campuses, where several were perplexed on how to respond to the demands of the students to end violent protests against western disciplinary norms that devalue non-centre practices and themes. Biliteracy and translingualism are empathised as the concepts against ownership of language and culture, and its territorialisation, challenging the traditional contrast of ‘native’ and ‘non-native’ speakers and its connection to a particular nation-state.
Pupils lack the joys and delights of literacy, whilst pressured into learning by memorisation (rote). Such examples are: initiating discussions with the schoolteacher, developing essential or analytical observations regarding their surroundings and elements, whilst discovering text interconnectedness, possibly achieved through reading. Numerous teachers are perceived as unsure concerning generating a need amongst learners to focus on instructions. This study demonstrates poetry as a solution for this challenge. The study focusses on ways, teaching English as a social practice, using a literacy process observation amongst High School De Vos Malan's pupils in King Williams Town in the Province of the Eastern Cape, South Africa. The "Atwell Reading Workshop" is used for data collection. The study is identified, using a qualitative and interpretive approach. This study concentrates on four reading alleviations workshops: Reading and interpreting a selected book, scheduled at specific times in the chosen educational institute; fundamental inspiration; observing the literacy progression; poetry reading and involvement of pupils. This study is informed by "Foucault's Critical Discourse Analysis", representing a theoretical framework. This research shows that no other literature type can be equal to that of poetry teaching. Poetry teaching represents expressions, meticulous intense wording, the significance of a nonfictional opinion, dialogue forms and the prominence thereof, the splendour of allegorical linguistics and therefore the necessity of correct punctuation and descriptive linguistics.
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