Establishing Foundational Principles for a Reading Comprehension Framework: A Qualitative study of teachers’ perspectives of Grade 4 Second Language Speakers in CBSE International Schools of Dubai

Mathai, Kiran (2025) Establishing Foundational Principles for a Reading Comprehension Framework: A Qualitative study of teachers’ perspectives of Grade 4 Second Language Speakers in CBSE International Schools of Dubai. Doctoral thesis, Birmingham City University.

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Abstract

This research aims to establish the foundational principles for a structured and sequenced reading comprehension instruction tailored for Grade 4 second language speakers in CBSE international schools both in Dubai and India. While the CBSE curriculum provides a broad academic structure, it lacks specific, detailed strategies for fostering reading comprehension skills, particularly for second-language speakers. In India, the CBSE curriculum remains largely focused on functional English and exam-oriented outcomes, leaving a gap in addressing deep comprehension skills necessary for lifelong learning. In Dubai, CBSE international schools operate in linguistically and culturally pluralistic environments, where students often come from diverse backgrounds and exhibit varying levels and varieties of English proficiency. However, there are no tailored instructions within the curriculum to address the unique and specific needs of these second-language speakers in this international context. This gap highlights the need for research that can inform teaching practices and guide policymakers in developing context-specific foundational principles to enhance reading comprehension and support equitable learning outcomes in CBSE schools globally.

The study employs a qualitative interpretative phenomenological case (QIPC) methodological approach to explore and capture teachers’ responses and experiences. The study involved the administration of a questionnaire to 32 teachers from six CBSE schools in Dubai, followed by semi-structured interviews with six teachers from the case study schools also in Dubai. The study is underpinned by a ‘Combination Paradigm’, a theoretical framework that integrates cognitive theories, socio-constructivism, and critical literacy explicitly developed to address the unique requirements of this research.

The findings contribute foundational insights that can inform the development of adaptable, culturally responsive reading comprehension practices. These include principles for effective literacy instruction, integration of cultural relevance, cross-curricular literacy strategies, and the importance of sustained teacher professional development. Rather than offering a prescriptive model, this study presents a conceptual starting point—a set of guiding principles—to support the future development of reading comprehension approaches for second-language learners in CBSE contexts globally (Dubai and India).

Item Type:	Thesis (Doctoral)
Dates:	Date Event 11 September 2025 Accepted
Uncontrolled Keywords:	Reading comprehension, teacher perspectives, Second language speakers, CBSE international private schools in Dubai and India, Reading comprehension framework, Combination paradigm
Subjects:	CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-01 - education
Divisions:	Doctoral Research College > Doctoral Theses Collection Law and Social Sciences > Education
Depositing User:	Louise Muldowney
Date Deposited:	22 Sep 2025 10:44
Last Modified:	22 Sep 2025 10:44
URI:	https://www.open-access.bcu.ac.uk/id/eprint/16647

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