The Use of Schema Theory in Teaching English Reading Comprehension in the Junior Schools of Eastern Cape Province, South Africa

Abstract

Reading comprehension is essential for learning English, particularly for English as a First Additional Language (EFAL) learners, who often struggle due to limited vocabulary, unfamiliar subjects, and a lack of exposure to the language and cultural backgrounds of the texts. Conventional teaching methods, like the Grammar-Translation Method, focus mainly on grammar and word recognition, often overlooking the cognitive and experiential aspects necessary for proper understanding. Schema Theory, which originates from cognitive psychology, serves as a valuable framework for understanding how prior knowledge, organized into mental structures called schemata, aids in meaning-making during reading. This paper examines how Schema Theory can be applied to enhance reading comprehension among ESL learners, focusing on techniques for activating their schemata before and during the reading process. The research combines theoretical insights with practical findings, showcasing the significance of linguistic, content, and formal schemas in the comprehension process. It suggests that using schema-based teaching strategies, such as pre-teaching vocabulary, discussing overarching themes, and providing contextual information, can significantly boost learner engagement and reading performance, especially in multilingual and under-resourced educational settings. The paper highlights the importance of integrating schema activation methods into reading instruction to better support learners from diverse backgrounds, ultimately leading to improved literacy outcomes and enhanced critical thinking skills. Additionally, it offers suggestions for educators to adopt schema-based strategies that can help address gaps in learners’ background knowledge and foster meaningful engagement with reading materials.