Studies in English Language Teaching ISSN 2372-9740 (Print) ISSN 2329-311X (Online) Vol. 13, No. 2, 2025 www.scholink.org/ojs/index.php/selt 1 Original Paper Challenges of Grade 4 English First Additional Language Reading Instruction Israel Creleanor Mulaudzi 1 & Berrington Xolani Siphosakhe Ntombela 2* 1 Faculty of Humanities, Social Sciences and Education, Department of Professional and Curriculum Studies, University of Venda, Limpopo Province, South Africa 2 Faculty of Humanities, Department of Languages, University of Limpopo, Limpopo Province, South Africa * Corresponding author: Berrington Xolani Siphosakhe Ntombela Abstract This research was conducted at Dzindi Circuit of Vhembe District, Limpopo Province in South Africa. The aim of the study was to investigate challenges teachers face when teaching English First Additional Language (EFAL) reading at Grade 4. This study used a quantitative research paradigm. Questionnaires were administered to 20 teachers who teach Grade 4 at selected primary schools in Dzindi Circuit. The theoretical framework used for the study was bottom-up approach to reading, the cognitive view or the top-down processing, and the metacognitive view. Data were analysed quantitatively using frequency analysis. Analysed data were then presented in the form of tables. The study established that teachers who participated in the study were qualified enough to teach reading at Grade 4. However, there was a discrepancy in the involvement of learners’ parents and in assisting struggling learners. Moreover, many EFAL teachers were not sure whether to include the learners’ first language when teaching reading. The study therefore recommends that teachers be retrained about effective methods of assisting struggling learners. It further recommends in-service training for teachers especially in teaching reading in the context of a different mother tongue. Keywords Reading skills, English First Additional Language, Reading approaches, Teaching Reading challenges 1. Introduction Literacy is one of the essential components of education. Incapable readers are deprived of vital knowledge on social, political, cultural, and health concerns (Nsenyiane & Amaniampong, 2021). As a result, someone who can read may easily adapt to the world that is changing all the time and not be surprised by new developments or revolutions. International studies have shown that low literacy rates are a major issue for the majority of developing nations. In South Asia and Sub-Saharan Africa, for