Strategies for Teaching Reading to English Language Learners in Sixth Grade at the Dinamarca Bilingual Elementary School in Bluefields, during the Second Semester of 2018

Solano, Sandra and Ludwig, Elizabeth (2019) Strategies for Teaching Reading to English Language Learners in Sixth Grade at the Dinamarca Bilingual Elementary School in Bluefields, during the Second Semester of 2018. Diploma thesis, Universidad de las Regiones Autónomas de la Costa Caribe Nicaragüense (URACCAN).

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Abstract

This thesis presents information gathered from the fieldwork implemented at the Dinamarca Bilingual Elementary School in Bluefields, on the teaching of reading strategies to English Foreign Language Learners. The general objective of this study was to determine how reading strategies were taught to English foreign language learners. To determine these strategies, data were collected from both primary and secondary sources. The first-hand evidence was gathered from 27 sixth grade students, 11 to 17 years old, and the English teacher that worked with these students. Secondary data were collected by reviewing the literature on the internet and other textbooks related to the topic. The researchers also gathered information by making use of research instruments such as observation checklist, focus group, and interviews. The study findings showed a low level of reading comprehension among EFL students. This was because they did not have access to reading materials at their level, and they were not given the opportunity to learn about reading strategies. The teacher at no moment taught students how to use cognitive and metacognitive strategies to interpret written texts. The researchers that worked on this study used the findings to prepared information that will help EFL instructors when they are teaching reading to elementary language learners. This information will also be of help to the English teachers that are working with Creole, Miskito, Mestizo, Rama, and Garifuna English foreign language learners in Bluefields, Nicaragua.

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