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Challenges faced by intermediate phase English First Additional Language teachers in establishing classroom libraries in Limpopo Province.

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Title: Challenges faced by intermediate phase English First Additional Language teachers in establishing classroom libraries in Limpopo Province.
Authors: Maja, Margaret Malewaneng1, du Plessis, Elize (E.C.)1
Source: Independent Journal of Teaching & Learning. 2023, Vol. 18 Issue 1, p167-181. 15p.
Subject Terms: *English language education, *Classroom libraries, *Primary school teachers, *Reading comprehension
Geographic Terms: Limpopo (South Africa)
Abstract: Classroom libraries have an important function in the development of reading abilities for English First Additional Language (EFAL) learners in the Intermediate Phase (grades 4 to 6). This research aimed at exploring the challenges faced by the Intermediate Phase EFAL teachers in establishing classroom libraries in a rural circuit of the Limpopo Province to promote learners' reading ability. A qualitative grounded theory approach was employed using observations and an interview schedule with semistructured open-ended questions. Nine participants were purposefully selected. The study found that there was limited relevant reading material, a lack of space for setting up a classroom library in overcrowded classrooms, teachers' lack of knowledge on organising the classroom library books and a lack of strategies on how to control the checking in and out of books. It is recommended that schools should first allocate funds for buying books and seek donations for reading material from public libraries as well as non-governmental organisations. Inservice training should be conducted to equip teachers with the basic skills of organising and facilitating the checking out and returning of classroom library books. [ABSTRACT FROM AUTHOR]
Copyright of Independent Journal of Teaching & Learning is the property of Independent Institute of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Label: Title
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  Data: Challenges faced by intermediate phase English First Additional Language teachers in establishing classroom libraries in Limpopo Province.
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  Data: <searchLink fieldCode="AR" term="%22Maja%2C+Margaret+Malewaneng%22">Maja, Margaret Malewaneng</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22du+Plessis%2C+Elize+%28E%2EC%2E%29%22">du Plessis, Elize (E.C.)</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Independent+Journal+of+Teaching+%26+Learning%22">Independent Journal of Teaching & Learning</searchLink>. 2023, Vol. 18 Issue 1, p167-181. 15p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22English+language+education%22">English language education</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+libraries%22">Classroom libraries</searchLink><br />*<searchLink fieldCode="DE" term="%22Primary+school+teachers%22">Primary school teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Limpopo+%28South+Africa%29%22">Limpopo (South Africa)</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Classroom libraries have an important function in the development of reading abilities for English First Additional Language (EFAL) learners in the Intermediate Phase (grades 4 to 6). This research aimed at exploring the challenges faced by the Intermediate Phase EFAL teachers in establishing classroom libraries in a rural circuit of the Limpopo Province to promote learners' reading ability. A qualitative grounded theory approach was employed using observations and an interview schedule with semistructured open-ended questions. Nine participants were purposefully selected. The study found that there was limited relevant reading material, a lack of space for setting up a classroom library in overcrowded classrooms, teachers' lack of knowledge on organising the classroom library books and a lack of strategies on how to control the checking in and out of books. It is recommended that schools should first allocate funds for buying books and seek donations for reading material from public libraries as well as non-governmental organisations. Inservice training should be conducted to equip teachers with the basic skills of organising and facilitating the checking out and returning of classroom library books. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Independent Journal of Teaching & Learning is the property of Independent Institute of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=169798945
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      – Type: doi
        Value: 10.17159/ijtl.v18i1.17181
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      – Code: eng
        Text: English
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        PageCount: 15
        StartPage: 167
    Subjects:
      – SubjectFull: English language education
        Type: general
      – SubjectFull: Classroom libraries
        Type: general
      – SubjectFull: Primary school teachers
        Type: general
      – SubjectFull: Reading comprehension
        Type: general
      – SubjectFull: Limpopo (South Africa)
        Type: general
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      – TitleFull: Challenges faced by intermediate phase English First Additional Language teachers in establishing classroom libraries in Limpopo Province.
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            NameFull: du Plessis, Elize (E.C.)
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              Text: 2023
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              Y: 2023
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