Exploring teachers’ instructional practices for literacy in English in Grade 1: A case study of two urban primary schools in the Shiselweni region of Eswatini (Swaziland)

Dlamini, Patience; Sheik, Ayub

doi:10.4102/rw.v10i1.229

Cited by 2 publications

(3 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…According to their study, the challenges mentioned above were as a result of untrained teachers and ineffective usage of teaching methods. On the same note a study conducted in eSwatini on in-service training needs of teachers in teaching creative writing skills, some challenges were unpacked such as inadequate knowledge of teaching methods of creative writing (Dlamini, 2019). The challenges elucidated in the above studies clearly outline lack of pedagogical content knowledge in their classroom practices.…”

Section: Process Writing Approachmentioning

confidence: 97%

“…In view thereof, many studies point out that creative writing in English is among the essential skills with many complexities (Choshi, 2015, Mohammed, 2019& Fareed et al, 2016. Therefore, for this skill to be mastered, teachers need to intentionally teach this skill through the use of effective pedagogies (Fared et al, 2016& Dlamini, 2019. However, relatively, few consideration has been leveled at the misconceptions within the utilisation of the pedagogy of creative writing (Mpiti, 2016& Blease, 2014& Akinyenye, 2015.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Teaching Strategies for Improving Creative Writing in English First Additional Language

Dlamini,

Govender,

Mhlongo

2024

JESR

View full text Add to dashboard Cite

Research suggests that most South African learners are struggling to write effectively. Previous studies show misconceptions about teaching strategies for teaching creative writing skills. This paper sought to establish teachers’ views about how they teach creative writing skills to English First Additional Language learners in grade 12. This research analysed process writing approach and genre-based approach in teaching creative writing skills. The study is grounded in an interpretive research paradigm within a qualitative approach. Purposive sampling technique was employed to select ten teachers from five schools in uMkhanyakude district in KwaZulu Natal Province in South Africa. Socio-cultural theory and genre-theory underpinned this study. Data were collected using semi-structured interviews, non-participatory classroom observations and document analysis. Thematic analysis was employed for data analysis. Findings revealed that teachers were poorly aligning their pedagogical practices to the Curriculum Assessment Policy Statement. Moreover, there were teacher misconceptions of teaching strategies. Teachers lacked Pedagogical Content Knowledge to effectively teach complex skills required for creative writing. The findings in this study also suggest that teachers are poorly trained in curriculum interpretation. Furthermore, many teachers were unable to effectively utilise teaching strategies that enhance creative writing skills and design engaging writing activities that stimulate learners imagination. It is therefore recommended that teachers are capacitated on effective pedagogies and various genres that will improve and broaden their learners writing skills. The Department of Basic Education would need to strengthen their support and regularly monitor and evaluate teachers regarding policy implementation to avoid policy misinterpretation. Received: 29 March 2024 / Accepted: 29 June 2024 / Published: 5 July 2024

show abstract

Section: Process Writing Approachmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Teaching Strategies for Improving Creative Writing in English First Additional Language

Dlamini,

Govender,

Mhlongo

2024

JESR

View full text Add to dashboard Cite

show abstract

“…In South Africa, teachers, parents, employers and professionals contend that there is a crisis concerning the continuing inability of learners to read and understand what they have read, especially in the foundation phase (Govender & Hugo 2020;Rule & Land 2017). Indeed, many studies have consistently reported that South African learners' abilities to read and appreciate what they have read at both national and international levels are poor (Dlamini 2018;Govender & Hugo 2020;Naidoo, Reddy & Dorasamy 2014;Noor 2016;Rule & Land 2017;Zimmerman 2014). In the same regard, the Annual National Assessment (ANA) of 2014 also recorded very low output in literacy skills by South African learners who exhibited an inexcusably low literacy rate (Department of Basic Education [DBE] 2011).…”

Section: Introductionmentioning

confidence: 99%

Teaching English home language to foundation phase learners from diverse backgrounds

Mtshali

Mashiya

2022

SAJCE

View full text Add to dashboard Cite

Background: Teaching English as home language (EHL) could be a complicated process in a country like South Africa, where there are eleven official languages operating in a multicultural society. This requires capacitating teachers with appropriate and relevant strategies to strengthen their teaching, especially in the foundation phase.Aim: This paper examines the appropriateness and relevance of the extant strategies for teaching EHL comprehension skills to foundation phase learners from diverse language backgrounds.Setting: This study was conducted in King Cetshwayo District, KwaZulu-Natal, South Africa.Methods: This was a qualitative case study involving four purposively selected grade one teachers in one urban primary in South Africa. Data were gathered through in-depth interviews, field observations and document analysis. Content analysis was used to analyse the data.Results: The two main findings were that (a) the teaching of EHL comprehensions skills lacked the appropriate strategies, and (b) the teachers faced several challenges – including operating under an unclear policy framework, the paucity of strategies in phonological awareness, and the lack of appropriate reflection images to which the learners could be exposed to improve their skills.Conclusion: The study concludes that adequate and regular professional teacher development programmes and activities are needed to enable teachers to do their work more effectively.Contribution: By closely and systematically examining the strategies used by teachers who were non-native English speakers, to teach EHL to leaners who were also non-native English speakers, this study has made important contributions to both attendant theory and classroom practice.

show abstract

Exploring teachers’ instructional practices for literacy in English in Grade 1: A case study of two urban primary schools in the Shiselweni region of Eswatini (Swaziland)

Cited by 2 publications

References 12 publications

Teaching Strategies for Improving Creative Writing in English First Additional Language

Teaching Strategies for Improving Creative Writing in English First Additional Language

Teaching English home language to foundation phase learners from diverse backgrounds

Contact Info

Product

Resources

About