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Teachers' beliefs regarding the role of extensive reading in English language learning : a case study

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dc.contributor.advisor Murray S, Ms en
dc.contributor.author Kajinga G en
dc.date.accessioned 2016-09-22T08:12:21Z
dc.date.available 2016-09-22T08:12:21Z
dc.date.submitted 2006 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/23789
dc.description.abstract Research suggests numerous views to account for the influence on practice of teachers' beliefs. One view states that teachers' lived experiences shape their beliefs about practice. Another view attributes the influence to school experiences. This research sets out to gain insight into teachers' beliefs on the role of extensive reading in second language learning. A case study of 9 teachers from 3 schools in Grahamstown, South Africa selected purposefully and conveniently was utilised. The teachers were viewed to be knowledgeable on this matter by virtue of their profession while the 3 schools were selected to represent a private school, a former Model C and former Department of Education and Training (DET) school. Data was mainly collected by means of semi-structured interviews, which utilised in-depth open-ended questions to yield teachers' past experiences. The findings revealed the following: all the teachers appeared to believe that extensive reading was invaluable and enhanced language skills. However, white and black teachers differed in terms of their early experiences of reading. Whereas for white teachers early experiences with literacy were encountered in the home, for black teachers the school was where they had their first exposure to literacy. In addition formal training in the form of an ACE (Advanced Certificate in Education) seemed to have influenced black teachers' beliefs about the subject at hand, whereas the role of teacher education/ training was not as significant for white teachers. en
dc.language English en
dc.subject Education en
dc.subject Didactics (specific school subjects) (from primary to secondary level) en
dc.title Teachers' beliefs regarding the role of extensive reading in English language learning : a case study en
dc.type Masters degree en
dc.description.degree MEd en

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