BPT1501
ASSIGNMENT 6
DUE DATE: SEPTEMBER 2025
,BPT1501 ASSIGNMENT 6 2025
DUE SEPTEMBER 2025
Designing an Educational Intervention for Grade 7 English
Teaching English as a First Additional Language in South Africa presents many
challenges, especially at the Grade 7 level where learners are moving into the senior
phase of schooling. English is often the medium of learning and teaching, yet for most
learners it is not their home language. This creates a significant barrier because
learners must not only learn a new language but also use it as a tool for understanding
other school subjects. When they lack strong literacy skills, they struggle to cope with
the curriculum and often lose confidence in their abilities.
During a teacher interview, one pressing issue emerged: learners struggle to
understand and interpret English texts, even though many of them can read the words
aloud fluently. They are able to decode words but fail to grasp deeper meanings,
identify main ideas, or explain what they have read. The lack of comprehension
prevents them from achieving success, not only in English but also in History,
Geography, Science, and other subjects taught in English. This essay proposes a
carefully designed intervention strategy that can realistically be used in classrooms to
address this challenge.
Identified Issue: Reading Comprehension Challenges
The specific issue identified is that Grade 7 learners have limited reading
comprehension skills in English. This manifests in several ways:
, Learners read texts without being able to summarise them in their own words.
Vocabulary limitations make it difficult for them to understand more complex or abstract
passages.
Learners struggle with higher-order comprehension tasks such as making inferences,
predicting outcomes, or comparing ideas across texts.
Many learners cannot connect what they read to their own experiences, which reduces
engagement and interest.
This issue is both urgent and relevant because literacy is the foundation of learning. If
learners cannot comprehend English texts, their academic progress will be severely
limited. Moreover, poor comprehension skills often lead to disengagement, discipline
issues, and low self-esteem. Addressing this problem in Grade 7 is especially important
because it is a transitional stage before high school, where learners are expected to
handle more independent reading and analysis.
Proposed Intervention Strategy: Reading Comprehension Support Programme
To address this issue, I propose a Reading Comprehension Support Programme
(RCSP). This is a structured intervention strategy that focuses on improving
comprehension through guided practice, vocabulary development, peer support, and
the use of inclusive resources. The programme is grounded in constructivist and
learner-centred principles, meaning that learners are actively involved in building their
own understanding of texts rather than passively receiving information.
Components of the Programme
ASSIGNMENT 6
DUE DATE: SEPTEMBER 2025
,BPT1501 ASSIGNMENT 6 2025
DUE SEPTEMBER 2025
Designing an Educational Intervention for Grade 7 English
Teaching English as a First Additional Language in South Africa presents many
challenges, especially at the Grade 7 level where learners are moving into the senior
phase of schooling. English is often the medium of learning and teaching, yet for most
learners it is not their home language. This creates a significant barrier because
learners must not only learn a new language but also use it as a tool for understanding
other school subjects. When they lack strong literacy skills, they struggle to cope with
the curriculum and often lose confidence in their abilities.
During a teacher interview, one pressing issue emerged: learners struggle to
understand and interpret English texts, even though many of them can read the words
aloud fluently. They are able to decode words but fail to grasp deeper meanings,
identify main ideas, or explain what they have read. The lack of comprehension
prevents them from achieving success, not only in English but also in History,
Geography, Science, and other subjects taught in English. This essay proposes a
carefully designed intervention strategy that can realistically be used in classrooms to
address this challenge.
Identified Issue: Reading Comprehension Challenges
The specific issue identified is that Grade 7 learners have limited reading
comprehension skills in English. This manifests in several ways:
, Learners read texts without being able to summarise them in their own words.
Vocabulary limitations make it difficult for them to understand more complex or abstract
passages.
Learners struggle with higher-order comprehension tasks such as making inferences,
predicting outcomes, or comparing ideas across texts.
Many learners cannot connect what they read to their own experiences, which reduces
engagement and interest.
This issue is both urgent and relevant because literacy is the foundation of learning. If
learners cannot comprehend English texts, their academic progress will be severely
limited. Moreover, poor comprehension skills often lead to disengagement, discipline
issues, and low self-esteem. Addressing this problem in Grade 7 is especially important
because it is a transitional stage before high school, where learners are expected to
handle more independent reading and analysis.
Proposed Intervention Strategy: Reading Comprehension Support Programme
To address this issue, I propose a Reading Comprehension Support Programme
(RCSP). This is a structured intervention strategy that focuses on improving
comprehension through guided practice, vocabulary development, peer support, and
the use of inclusive resources. The programme is grounded in constructivist and
learner-centred principles, meaning that learners are actively involved in building their
own understanding of texts rather than passively receiving information.
Components of the Programme
