Annaly M. Strauss

2 Publications in AERD

Author Publications

Rural Undergraduate Students’ Narratives of English Language Learning Within Multilingual Classroom Contexts: A Namibian Perspective

By Annaly M. Strauss

This article presents findings on how preservice teachers navigate teaching and learning in a multilingual rural environment as English learners (ELs) during their teacher preparation program. The study used a qualitative research design to collect and analyze data. The conceptual framework of the study was based on culturally responsive pedagogy and place-based education theory. In this study, preservice teachers from multilingual rural backgrounds who wished to teach in multilingual rural settings illustrated their coping strategies for rural realities and how the rural context affected their commitment to their studies. The findings revealed preservice teachers’ narratives under the categories of culturally responsive strategies for English language learning, strengths and weaknesses of English language use, rural experiences and commitment to studies, and teacher educators’ perspectives. The rural location of studies presented some challenges, such as living far away from home; lack of amenities, including an inadequate library facility; no internet; and having to adjust without families. The rural context also offered some benefits for studies, including low-cost accommodation, feeling safe, and peer learning opportunities. Further research is recommended on a larger scale across university campuses to find out how teacher educators may address the needs of preservice teachers through a revised curriculum for English language learning within multilingual contexts. © 2024, National Rural Education Association. All rights reserved.

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Strengthening teachers' assessment skills for accurate reading inferences and learning support in Grade 3 classrooms

By Annaly M. Strauss

In this study I explored how professional development training impacts Grade 3 teachers' ability to assess reading proficiency and provide targeted support to enhance learner outcomes in Namibia. An action research methodology was used to plan, engage, and reflect on reading assessment. Data were collected from artifacts gathered during training and teacher reflections in focus groups. Key themes included pacing when taking running record assessment, sign and symbol conventions, and effective data capturing. The main findings reveal teachers' accuracy in recording running records, assessment influenced by learners' reading pace, fluency and comprehension of text, and the overall reading levels of Grade 3 learners. The focus group results indicate the need for more effective assessment tools such as running records, consideration of linguistic diversity within the classroom setting, strategies to address the impact of class size on individual reading assessment, and opportunities for training teachers. Further research is recommended to identify teachers' English language needs and explore integrating linguistic frameworks into teachers' practices to tailor professional development for improved Grade 3 reading outcomes. The study contributes toward research in professional development to refine teachers' assessment skills for learners' literacy development.

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