Factors affecting negatively in reading English as a foreign
language at public basic schools in
Sudan
Low
standards of English language in basic schools have become an obvious and
serious problem with which many educational authorities are concerned.
Many
factors contribute to this problem. These factors include teachers’
performance, lack of teaching aids, class room size and the absence of extra-curricular
activities.
The Ministry of
Education – Ontario stated (NTIP) program (teachers’
performance appraisal system) to provide teachers with meaningful appraisals
that encourage professional learning. Well trained teachers of English develop
pupils skills .high quality teaching is essential to improving pupils out come
and reducing gaps in pupils" achievement Teaching aids are stated
carefully by (Geeta Pumjabi).
Teaching aids are not utilized in Sudan as teachers mainly use blackboards,
chalk, posters, drawings and flash cards. Other teaching aids are rarely used.
The National Education Association (N.E.A) stated
clearly the
need for a small class room size (which makes it easier for a teacher to keep
order in a class room with 15 pupils than with 35 pupils). Roughly our class
rooms are (50 – 60), which results in teachers becoming less able give
individual attention pupils and help them to better succeed in school.
Extra-curricular activities such as wall magazines, school broadcasts, music
bands, short plays, exchanging simplified books and group work during the
school day are required for giving pupils opportunities for practice which is
very important for learning a foreign language.
Several
studies have been proposed in the literature, Abdallatif Saad Bilal
Abdalkarim published a study ( Teaching Reading Skills with reference to spine book 3,
Nile Valley University, 2008 ) in which he refers to a weakness in reading
English at basic schools.
In
this presentation, I highlight these factors and recommend possible solutions
such as (retrain teachers, supply schools with teaching aids and electronic
devices, reduce classroom sizes and activate extra-curricular activities at
basic schools).
We
must co-operate to achieve international standards in teaching English as a
foreign language in Sudan to develop pupils’ outcome and prepare them for a
better future in today’s globalized world, where English is a necessity to
acquire knowledge.
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