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Kamlongera 35126965 AN INVESTIGATION INTO THE USE OF THE BALANCED LITERACY APPROACH TO IMPROVE STANDARD FOUR PUPILS’ ACHIEVEMENT IN ENGLISH READING AND WRITING IN MALAWI By CECILIA ESNATH KAMLONGERA Submitted in accordance with the requirements for the degree of DOCTOR OF LITERATURE AND PHILOSOPHY in the subject ENGLISH at the UNIVERSITY OF SOUTH AFRICA PROMOTER: DR. M. C. MARSHALL NOVEMBER 2010 i Declaration I declare that AN INVESTIGATION INTO THE USE OF THE BALANCED LITERACY APPROACH TO IMPROVE STANDARD FOUR PUPILS’ ACHIEVEMENT IN ENGLISH READING AND WRITING IN MALAWI is my own work and that all sources that I have used or quoted have been indicated and acknowledged by means of complete references. Signature: Date: 30-11-2010 Name: CE KAMLONGERA ii Summary For several years specialists in reading have debated on how pupils should learn to read. The debate has focused on two methods of teaching reading, that is, the phonic method and the whole language method. Some researchers have identified five elements of reading instruction that are critical to achievement in reading, namely; that reading instruction should include phonics, phonemic awareness, reading fluency, vocabulary and comprehension. These are the components that make up what is termed a balanced literacy approach. Although there is some debate on what constitutes the balanced literacy approach, this study adopted the understanding of the approach described above. The study investigated whether the use of the balanced literacy approach could improve standard four pupils’ achievement in reading and writing in English. The targeted population consisted of twelve schools located in Zomba rural district. Pupils were tested before and after the intervention. Teachers in the experimental group were trained twice on balanced literacy approaches, first before the intervention and midway of the intervention. Observational measures revealed that teachers generally implemented the treatment. The post intervention data indicated that pupils responded very well to the activities that were presented to them. The reading and writing achievement of pupils that were present for the post-test increased more than those of the control group. The results obtained suggest that the balanced literacy approach improved the reading and writing achievement of standard four pupils in the experimental group. Key terms: instructional effectiveness; reading and writing achievement in English; balanced literacy approach; reading comprehension; phonics, phonemic awareness, fluency, vocabulary; reading improvement; reading instruction; Malawi primary schools; standard four pupils. iii Acknowledgements This study would not have been realised without the assistance of numerous individuals and institutions, but the following need special mention . I would like to thank my promoter Dr. Christine Marshall who kindly gave her time, commitment, feedback and unwavering support. I am very grateful to her indeed for her comments that helped to shape this study to what it is. I acknowledge with gratitude the financial assistance I received from the Malawi National Research Council now called National Commission for Science and Technology for funding my research. It would have been difficult to carry out the research without the financial assistance. Equally I would like to thank the then Director Mr. Gunsaru and the current Director Dr. Susuwele Banda of the Malawi Institute of Education; colleagues at the Institute Linda Chikaipa, Henry Chilora, Aaron Mapondera and Gibson Zembeni for their support. The support of other colleagues from MIE and outside, too numerous to mention individually, is also acknowledged and appreciated. I am greatly indebted to the teachers and pupils from the four schools involved in the pilot and the twelve schools involved in the study in Zomba rural area. I thank you all for your participation. Last but not least my profound gratitude and thanks go to my husband Christopher and my children Limbikani, Daniel, Alinane and Mtisunge for their constant words of encouragement and for not allowing me to falter. Special thanks go to my daughter Limbikani for the many books and articles that she sent to me. I also thank God for the gift of life, love and mercy. iv LIST OF ABBREVIATIONS AIDS Acquired Immune Deficiency Syndrome EFA Education for All EFL English Foreign Language IEQ Improving Education Quality IPTE Initial Primary Teacher Education GAPSM Gender and Primary Schooling in Malawi GTZ German Technical Cooperation HIV Human Immune Virus JCE Junior Certificate of Education LAC Literacy Across the Curriculum L1 First Language L2 Second Language MANEB Malawi National Examinations Board MASTEP Malawi Special Distance Teacher Education Programme MBTL Malawi Breakthrough to Literacy MIITEP Malawi Integrated In- service Teacher Education Programme MOE Ministry of Education MOEST Ministry of Education Science and Technology MSCE Malawi School Certificate of Education MTTA Malawi Teacher Training Activities PCAR Primary Curriculum and Assessment Reform PEA Primary Education Advisor QUAL Qualitative QUANT Quantitative SACMEQ Southern Africa Consortium for Monitoring Educational Quality ZPD Zone of Proximal Development v TABLE OF CONTENTS Declaration ...................................................................................................................................... ii Abstract .......................................................................................................................................... iii Key Terms ...................................................................................................................................... iii Acknowledgements ........................................................................................................................ iv Abbreviations ...................................................................................................................................v CHAPTER 1 BACKGROUND .....................................................................................................1 1.1 Introduction ............................................................................................................................1 1.2 English language teaching / learning situation in Malawian primary schools .......................2 1.2.1 Pupil/teacher ratio .................................................................................................................7 1.2.2 Pupil/classroom ratio ............................................................................................................8 1.2.3 Drop-out and repetition rates ..............................................................................................10 1.3 The formative years of English in Malawian primary schools ...........................................11 1.3.1 Pre-school ........……………………………………………………………………………11 1.3.2 Primary school ....................................................................................................................12 1.4 Observable trends in literacy in English in Malawian primary schools .............................17 1.5 The need for literacy attainment in English .......................................................................18 1.6 The problem ........................................................................................................................21 1.7 Aims of the study ................................................................................................................22 1.8 Justification .........................................................................................................................22 1.9 Research question ...............................................................................................................25 1.10 Significance of the study .....................................................................................................26 1.11 Assumptions ........................................................................................................................27 CHAPTER 2 REVIEW OF RELATED LITERATURE ...........................................................28 2.1 Definition of reading ..........................................................................................................28 2.2 Theories of how children learn to read and write in English .............................................29 2.2.1 Constructivist learning theories ......................................................................................29 2.2.2 Sociolinguistic learning theories .......................................................................................31 2.2.3 Reader response learning theories .....................................................................................33 2.2.4 Interactive learning theories ...............................................................................................36 2.2.5 Theoretical orientations that affect the teaching of reading and writing ...........................43 2.3 Instructional approaches to the teaching of reading and writing .......................................48 2.3.1 The Phonic Approach ........................................................................................................48 2.3.2 The Whole Language Approach .........................................................................................51 2.3.3 The Balanced Approach .....................................................................................................52
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