Abstract
<span style="line-height: 107%; font-family: 'Times New Roman',serif; font-size: 10pt; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN-US">Based on a small-scale survey and discussion with teacher-learners in a postgraduate teacher education program in Poland, this paper aims to investigate their understanding of ‘learning to read in L2 English’ and the current state of their competencies in teaching reading. Descriptors taken from the European Portfolio for Student Teachers of Languages, EPOSTL, are used are used as criteria to analyze the qualitative data. It is found that while there appears to be awareness and indication of application of some competencies, the participants seem confused as to how to support younger elementary L2 learners in developing basic reading skills and may lack understanding of theories to underpin their practice.</span>
Highlights
This article describes a pilot case study designed to investigate the competencies of teachers of English as a foreign language in supporting reading among primary aged learners (7–15 years)
Research findings from large scale research conducted in Poland indicate that a substantial proportion of learners at the end of key stage 3 are under-achieving in reading comprehension skills when compared to curricular targets of A2 on the Common European Framework of Reference (CEFR) (65% in the European Survey of Language Competences, (Dyszkiewicz et al, 2013, p. 30); 58% in BUNJO (Study of Teaching and Learning Foreign Languages in Lower Secondary School), (Dyszkiewicz, Marczak, Paczuska, Pitura & Kutyłowska, 2015, p. 29)
8.1 How developing and future teachers perceive reading in English and the development of L2 reading It would appear that in both the questionnaire and the discussion there is some evidence that the participants are aware of how L2 reading develops in the early stages of learning
Summary
This article describes a pilot case study designed to investigate the competencies of teachers of English as a foreign language in supporting reading among primary aged learners (7–15 years). Research findings from large scale research conducted in Poland indicate that a substantial proportion of learners at the end of key stage 3 (year 9 at the time of the studies, age 15–16) are under-achieving in reading comprehension skills when compared to curricular targets of A2 on the Common European Framework of Reference (CEFR) The demands made on learners of English in primary classes have undergone sudden change with little prior warning. This has been accompanied by new syllabi and course books, with the result that teachers and learners of English in primary school face particular challenges
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