Abstract
D.Ed.
In South Africa the vast majority ofsecondary school pupils are instructed through the medium of a language that is not their mother tongue. Research indicates that problems which result from instruction in a medium in which pupils do not possess real competence are far reaching. This study is concerned primarily with the difficulties experienced by second language pupils reading expository text in English, in particular the reading matter encountered in subject text books. A study of the relevant theories with regard to reading and learning was made, as well as an overview of the socio-political and economic factors which affect the educational system in South Africa. An empirical study was undertaken, involving Standard 6 pupils who were not first language speakers of English, and who had received their primary school education at institutions under the control ofthe Department ofEducation and Training. In this empirical component pupils were observed, tested and interviewed in an attempt to determine the extent of the difficulties they experienced when they were required to intemalise information presented in the form ofexpository text such as that found in school text books. Findings indicate that the most effective way to address the issue might be by training teachers to become more efficient mediators in the reading process.