Abstract
South Africa remains at the bottom of the rankings regarding reading in schools. In addition, there is a concern about teaching reading comprehension in the FET phase in the teaching and pedagogical domain, which shows that it remains an abandoned and neglected topic. Therefore, this study has aimed to explore the teaching strategies used by English First Additional Language teachers in teaching reading comprehension to the FET phase learners. A qualitative research approach was employed in conjunction with a case study design to achieve the aim of this study. Data were collected through classroom observations and semi-structured interviews. The participants of this study consisted of the six EFAL teachers who were purposively selected in different contexts. Namely, three were from township schools, two teachers taught from ex Model c schools, while one was from independent schools. The findings of this study have shown that EFAL teachers use different strategies for teaching reading comprehension, including read-aloud, vocabulary integration, coaching, discussion, questioning, and repetition and practice, with a few supplementary reading strategies such as skimming, scanning, and prediction. The study has also shown that some EFAL teachers confuse teaching reading comprehension with reading strategies for learners. The recommendations drawn from this research were that schools should promote team teaching at the school level and institutions of higher learning should include reading instruction modules in teacher education programs that would enable the pre-service teachers to be well-equipped before entering the field.