Balanced reading instruction for improving teachers’ instruction of reading comprehension to Runyankole-English bilingual children

Deborah K Namugenyi

doi:10.4102/rw.v10i1.205

Abstract

Background: Reading comprehension is a challenge among bilingual children. Reading comprehension difficulties are likely to be attributed to the strategies teachers use during their instruction of reading to these children. Objectives: In light of this, the purpose of this study was to establish the effectiveness of a balanced reading instruction programme in empowering teachers with strategies for improving their instruction of reading comprehension in both the native language and English. Method: Qualitative participatory action research was used in the design and implementation of the balanced reading instruction programme. Participants were four Grade 3 teachers as direct participants and 40 children as indirect participants in ‘NKPS’ (pseudonym) primary school, Mbarara Municipality, Uganda. Data was collected through focus group interviews, observation, document analysis, and a researcher’s reflective journal. Data was collected in accordance to the participatory action research cyclic process through which the programme was implemented. Results: Results showed that teachers’ participation in the balanced reading instruction programme empowered them with better strategies such as phonics instruction and formulating carefully graded questions on different texts, to teach reading comprehension first in children’s native language (Runyankole) and then in English. Conclusion: The study being action-oriented and working in collaboration with teachers in one single school offers its conclusions from the findings to be transferred to similar contexts. It is recommended that a large-scale intervention should be conducted for improving teachers’ instruction of reading comprehension to bilingual children.

Highlights

The native language and English are taught concurrently to Ugandan children aged 6–8 years in lower primary classes (Grade 1–3)
The findings indicated that teachers’ participation in the programme assisted them to attain strategies such as phonics instruction to teach the alphabet of Runyankole and English, as well as blending of sounds to formulate words
With regard to teachers’ participation in the programme, the findings revealed that the teacher participants acknowledged that they attained confidence and love to teach reading comprehension in Runyankole as well as English

Summary

Introduction

The native language and English are taught concurrently to Ugandan children aged 6–8 years in lower primary classes (Grade 1–3). This is done to ensure that the literacy skills attained in the native language will help children learn English as a second language (National Curriculum Development Centre, NCDC 2007). The instruction of the two languages is in accordance with the language policy of Uganda that states: Community languages/local languages should be used as a medium of instruction from primary one to primary four (6–9 years), with English being taught as a subject in these classes. Thereafter, from primary five to primary seven (10–12 years), English should be used as a medium of instruction and taught as a subject as well. Reading comprehension difficulties are likely to be attributed to the strategies teachers use during their instruction of reading to these children

Objectives

Methods

Conclusion