Implementing a bilingual extensive reading programme in the Foundation Phase: Theory and practice

Abstract

A bilingual extensive reading programme (ERP) was implemented in two primary schools in Grahamstown with all the learners who were in grade 3 in 2015. The ERP was a means of providing learners with access to appropriate reading resources and affording learners with opportunities to read books chosen by them in a social learning environment. This paper offers a detailed description of theories underpinning the design and implementation of the reading programme. It also offers a discussion of practically implementing, managing and sustaining the programme. I used cultural historical activity theory (CHAT) as my theoretical framework. I focused on the concepts of formative intervention and expansive learning in implementing the reading programme. Throughout the research process, data were collected through qualitative methods, which included videoing, observation, document analysis, questionnaire, learners' and my own reflective journals and informal talks with the participants. The results of this study show that a carefully planned reading programme, tailored for each participant's needs, can have positive benefits on the learners' academic and social skills. Finally, I discuss lessons learnt from implementing the ERP and provide suggestions on how teachers and researchers can also implement successful reading programmes of this nature.

Extensive Reading to Assuage Primary ESL Learners Reading Difficulties: A Systematic Review

“…Limited access to English reading materials is another major factor in reading difficulties. Not only it may lead to the two factors discussed above (Nkomo, 2020;Nkomo, 2021;Maipoka & Soontornwipast, 2021), it makes English a foreign language to them. Nkomo (2020) specifically highlighted that the learners with fewer reading opportunities struggle with the language although some of them are interested in reading.…”

“…Not only it may lead to the two factors discussed above (Nkomo, 2020;Nkomo, 2021;Maipoka & Soontornwipast, 2021), it makes English a foreign language to them. Nkomo (2020) specifically highlighted that the learners with fewer reading opportunities struggle with the language although some of them are interested in reading. Nkomo (2021) further explained that underprivileged learners with little to no exposure to authentic reading materials have difficulties developing an interest in learning the language.…”

“…All in all, the studies agreed that extensive reading assuages learners' various reading difficulties to the extent and conditions discussed above. As stated by Nkomo (2020), by developing these reading skills, the learners can transfer them to other language skills such as writing. Meanwhile, four studies (Pirih, 2019;Waring & Vu, 2020;Bala, 2022;Conaway & Parsons, 2023) did not directly address the impact of extensive reading on the reading difficulties as the studies focused on the motivation and perception aspects of the learners and teachers.…”