Abstract:
This qualitative case study critically examined how English First Additional Language teachers exercised agency in developing learners’ communicative competence through literature-based instruction in three township schools in the Tshwane North District of Gauteng. Grounded in Bandura’s Social Cognitive Theory of teacher agency, the research explored the intricate interplay between teachers’ conceptualisations of communicative language teaching, their enacted classroom practices, and the personal and systemic constraints that shaped their pedagogical decisions.
Data were gathered through semi-structured interviews, classroom observations, a biographical summary sheet, and document analysis (learner books, SA CAPS document, and annual teaching plan ATP) involving six EFAL teachers across three schools. The findings revealed significant variability in teachers’ understanding and implementation of communicative language teaching principles, as well as in their manifestations of agency. While some educators demonstrated resilient agency by creatively adapting resources, integrating literary texts to promote emotional engagement and critical thinking, and encouraging peer collaboration, others exhibited constrained agency by rigidly adhering to prescribed curricula under pressure from policy bureaucrats and systemic inequities. This dichotomy highlights the tension between innovation and compliance within restrictive educational environments.
Drawing on Bandura’s Social Cognitive Theory, the study confirmed that teacher agency was not an inherent trait, but a dynamic phenomenon shaped by the interplay of personal beliefs, environmental conditions, and behavioural factors. The absence of supportive structures, such as collaborative learning communities and context-sensitive training, further limited opportunities for teachers to enact transformative practices, perpetuating cycles of stagnation and inequity in township schools.
A central theme emerging from the study was the underutilisation of literary texts as a transformative pedagogical tool for enhancing communicative competence. Despite its potential to bridge linguistic, cultural, and emotional dimensions of learning, literary texts were often reduced to vehicles for grammar drills, reflecting a misalignment with communicative language teaching’s emphasis on meaningful interaction and authentic communication. Systemic barriers, including overcrowded classrooms, resource shortages, governance failures, and inadequate professional development, stifled opportunities for innovation, perpetuating cycles of reform stagnation and inequity.
This study contributes to the broader discourse on teacher agency in multilingual, under-resourced contexts by highlighting the urgent need for systemic reforms and context-sensitive interventions. It concludes that teacher empowerment through targeted professional development, equitable resource allocation, and supportive leadership is essential to overcoming structural inequities and to supporting learner-centred practices aligned with the goals of communicative language teaching. By addressing these challenges, policymakers and school leaders can unlock educators' transformative potential, paving the way for meaningful educational outcomes and sustainable reform in South African township schools.
