The exposure of English Ordinary Level learners to reading by ESL teachers

Abstract

This study investigates the exposure to reading of English Second Language (ESL) learners at Ordinary Level (OL) in Khomas region Senior Secondary Schools. The study focuses on how ESL teachers expose OL learners to reading in the classroom. The qualitative approach with a descriptive case study design was used for this study. Data were collected using non-participant classroom observation and semi-structured interviews with ESL teachers. The collected data were analysed by establishing themes and emerging categories. The study is informed by the principles of the multiliteracies pedagogy of the New London Group (NLG) (1999). The study established that ESL teachers were not exposing OL learners to reading sufficiently, because they were still entrapped in mono-modal teaching habits. The ESL teachers who participated in this study revealed that it was challenge to find appropriate reading materials to use in the classrooms. In addition, participants in this study also demonstrated the lack of broad conceptualisation of literacy that is aligned with the principles and components of the multiliteracies pedagogy. The premise of this paper is to suggest ways in which OL learners can be exposed effectively to reading in ESL classrooms. This study recommends that the principles of the multiliteracies pedagogy (overt instruction, situated practice, critical framing and transformed practices) ought to be introduced in ESL classrooms in Namibia. As a result, ESL teachers will be able to create learning experiences that enable learners to develop strategies to read in a new and unfamiliar manner.