Assessing the implementation of reading skills and challenges encountered in the revised English second language curriculum at grade 4 in Endola circuit, Ohangwena Region, Namibia

Abstract

The study aimed to evaluate the implementation of the revised English Second Language curriculum at the Grade 4 level in the Endola Circuit, Namibia. It used an interpretivism paradigm and qualitative methodology, focusing on the development of literacy skills among Grade 4 learners learning English as a second language. The study was a qualitative research approach utilizing case study research design. The research involved observation, documentary analysis, and interviews with eight participants, including principals, Heads of Department, and Grade 4 teachers. The study objectives; Examine the facilitative role of teachers in implementing reading skills in the English Second Language Curriculum at Grade 4 level in Endola Circuit, in Ohangwena Region in Namibia. Identify and analyse challenges encountered by teachers in the Implementation of the revised English Second Language curriculum reading skills at the Grade 4 level in Endola Circuit, Ohangwena Region in Namibia. Propose effective strategies for implementing reading skills in the revised English Second Language Curriculum at Grade 4 level in Endola Circuit, Ohangwena Region in Namibia. The findings revealed a lack of positive attitudes among learners towards English Second Language acquisition. The study suggested training Grade 4 teachers in designing reading activities that promote literacy skills appropriate to their age and level. Teachers should be oriented to the curriculum's goals and purpose at the classroom level. The study highlights the challenges faced in implementing the revised English Second Language curriculum and emphasises the importance of teacher training, resource acquisition, and effective teaching methodologies to enhance literacy skills and language proficiency. Additional resources were recommended to cater to reading, writing, and listening skills. Jolly Phonics was also recommended to improve speaking skills. The study recommends that students should be able to read both MT and English at the same time, and it recommends that future research review the revised ESL curriculum, conduct a needs assessment, design targeted reading slots, use differentiated instruction techniques, provide ongoing support, and encourage parental involvement.