Challenges in Developing Reading Skills for Grade 1 ESL Learners in Oman

Abstract

Surveying the quadrilateral challenges that Omani Grade 1 learners encounter as they emerge into English reading in an ESL context is the focus of this paper. This is to identify reading problems such as vocabulary deficiency, phoneme consciousness, and, indeed, the inability to distinguish in the texts the strains of the English language they have not encountered before. There are other factors related to social and education rather than language. Often, these students receive little positive reinforcement at home or in the community because Oman is not an English-speaking country and English is not spoken outside the classroom. Also, the practical approaches to teaching early reading in the second language might be consistent with methods other than traditional approaches to learning; this could pose a problem. This study focuses on the appropriateness of an ESL curriculum that will address the needs of Omani Grade 1 learners as well as the use of phonetic training, vocabulary development, and culturally sensitive learning resources in teaching. Its direction is to contribute information about its results to the development of educators and educational policymakers to establish a supportive learning environment. The proposed study will enhance English literacy among Omani learners to enhance a customised teaching-learning environment that addresses the linguistic and cultural context for learners to improve their sustainable success in learning English.