Factors influencing the teaching of English first additional language in selected rural grades 4 to 6 in the Baltimore circuit, Mogalakwena district

Abstract

This qualitative study investigated the factors influencing the teaching of English First Additional Language (EFAL) in selected rural grades 4 to 6 in the Baltimore Circuit, Mogalakwena District, with a focus on the Intermediate Phase. The study was located within the interpretive paradigm and adopted a qualitative case study approach. Nine English First Additional Language (EFAL) teachers were purposefully selected from three public grades 4 to 6, particularly in grades 4 to 6. The research was guided by Vygotsky’s Social Constructivist Theory, particularly the concepts of social interaction and the Zone of Proximal Development, including scaffolding. Data were collected through semi-structured interviews and non-participant observation and analysed using thematic analysis. The findings indicated that EFAL teaching is hindered by several factors, including a lack of learning and teaching resources, overcrowded classrooms, limited parental involvement and challenges associated with the transition from the Foundation Phase to the Intermediate Phase. Despite these constraints, teachers employed code-switching and interactive teaching strategies, such as group work and question-and-answer methods, to enhance EFAL comprehension and learner participation. However, inconsistent support from parents, schools and district officials was reported as a challenge. The study concludes that improving EFAL teaching in rural grades 4 to 6, particularly in grades 4 to 6 requires adequate provision of learning and teaching support materials, strengthened teacher professional development through relevant workshops and enhanced home-school parental involvement. It further recommends continuous professional development aligned with the Department of Basic Education (DBE), the use of learner-centred and contextually responsive pedagogies, sustained institutional support from schools and district officials, and increased parental involvement to reinforce learners’ EFAL development within and beyond the classroom.

Thuto ye ya boleng e fatišišitše mabaka ao a amago go rutwa ga Seisemane bjalo ka Leleme la Mathomo la Tlaleletšo (English First Additional Language, EFAL) dikolong tše di kgethilwego tša magaeng tša mephato ya 4 - 6 ka gare ga Sedikothuto sa Baltimore, Selete sa Mogalakwena, ka go lebiša tlhokomelo go Legato la Magareng (Intermediate Phase). Phatišišo ye e be e theilwe godimo ga pharologanyo ya tlhathollo (interpretive paradigm) gomme ya šomiša mokgwa wa phatišišo ya boleng ya thutotaba (qualitative case study). Barutiši ba senyane ba EFAL ba ile ba kgethwa ka boomo go tšwa dikolong tše tharo tša mmušo tša mephato ya 4 go ya go 6. Phatišišo ye e be e hlahlwa ke Teori ya Kago ya Tsebo ya Leago (Social Constructivist Theory) ya go hlangwa ke Vygotsky, kudu dikgopolo tša tšhomišano ya leago le Lefelo la Tlhabollo ya Kgauswi (Zone of Proximal Development), go akaretšwa le thekgo ya go aga bokgoni (scaffolding). Tshedimošo e kgobokeditšwe ka dipoledišano tša sebopego sa seripa le tebeledišišo ya go se tšee karolo, gomme ya sekasekwa ka tshekaseko ya dihlogo. Dipoelo di bontšhitše gore go rutwa ga EFAL go šitišwa ke mabaka a mmalwa, go akaretšwa tlhokego ya methopo ya go ithuta le go ruta, diphapoši tše di tletšego kudu, go se be le seabe se se lekanego sa batswadi le ditlhohlo tše di amanago le phetogo go tšwa Legatong la Motheo go ya Legatong la Magareng. Le ge go be go na le ditlhohlo tše, barutiši ba dirišitše go fapantšha maleme le maano a go ruta ao a hlohleletšago tšhomišano, bjalo ka mošomo wa dihlopha le mokgwa wa dipotšišo le dikarabo, go godiša kwešišo ya EFAL le go kgatha tema ga barutwana. Le ge go le bjalo, thekgo ya go se tielele go tšwa go batswadi, dikolo le bahlankedi ba selete e begilwe bjalo ka tlhohlo. Phatišišo ye e phetha ka gore go kaonafatša go rutwa ga EFAL dikolong tša magaeng tša mephato ya 4 go ya go 6 go nyakega kabo ye e lekanego ya didirišwa tša go ithuta le go ruta, go tiiša tlhabollo ya seprofešenale ya barutiši ka dithuto tša maleba, le go godiša tšhomišano magareng ga batswadi le sekolo ka go akaretša batswadi kudu. Gape e šišinya gore go be le tlhabollo ya seprofešenale ye e tšwelago pele ye e sepelelanago le Lefapha la Thuto ya Motheo, tšhomišo ya mekgwa ya go ruta ye e lebanwego le morutwana le maemo a gagwe, thekgo ya go ya go ile go tšwa dikolong le go bahlankedi ba selete, gammogo le go oketša seabe sa batswadi go matlafatša tlhabollo ya barutwana go EFAL ka gare le ka ntle ga phapoši ya borutelo.

Ṱhoḓisio (qualitative) iyi ndi ya u todisisa zwivhangi zwi khakhisaho u funza English First Additional Language (EFAL) kha zwikolo zwa mahayani kha gireidi ya vhuna (4) u swika kha ya rathi (6) kha ḽiisela la Baltimore tshiṱirikini tshaMogalakwena, kha pfunzo yavhuimo ha vhukati. Ṱhodisiso iyi yo dzheniswa kha paradigm ya u tolula (interpretive paradigm) nahone yo shumisa nyambo ya u sedzana na khwaḽithethivi(qualitative case study). Vhadededzi vha EFAL vho pfumbaho vha tahe (9) vho khethiwa nga nḓila ya u u nanga hu re na tshipikwa (purposive sampling) kha zwikolo zwza zwiraru (3) u bvakha gireidi ya vhuna (4) u swika kha ya rathi (6). Ṱhodisiso iyi yo ditika nga theory i no pfi Vygotsky’s Social Constructivist Theory, nga nḓila ya u shumisa vhukonani ha vhathu, Zone of Proximal Development, na scaffolding. Data yo kuvhanganywa nga inthaviwu yo ditikaho nga mbudziso dza tshivhumbeo tsha tshipiḓa dza (semi-structured). Datanahone yo senguluswa nga thematic analysis. Mawanwa o sumbedza uri u funza EFAL hu khakhiswa nga zwiiitisizwinzhi, zwi katelaho u shaya ha zwishumiswa zwa u guda na u funza, u dala ha vhagudiswa nga ngomu kilasini, u sa di dzhenisa nga vhunzhi ha vhabebi kha ngudo ya vhana zwi tshi kwama u bva vhana kha pfunzo dza fhasi u da kha ya vhukati. Naho huna zwikhakhiso, vhadededzi vho shumisa code-switching na ndila dza u guda nga zwigwadai, u khwinisa u pfesesa EFAL na u dzhenelela ha vhagudiswa. Fhedzi, hu na u shaya ha thikhedzo ubva kha vhabebi, zwikolo, na vhaofisiri vha zwiṱirikizwo vhonala sa zwo khakhisaho. Ṱhodisiso ya khunyeledza nga u khwathisedza uri hu tea u vha na vhuleme ha dzhiela ntha pfunzo ya EFAL kha diredi ya vhuna u swika kha ya rathi nahone hu tea u vha na u funza na u funzwa lwo kalulaho na u maanḓafhadza kupfumbudzelwe kwa vhadededzi nga u ita uri hu vhe na miṱangano ya u pfumbudza vhadededzi na u ita uri hu vhe na u guda musi vhagudiswa vha hayani. Ṱhodisiso iyi o isa phanḓa na u themendela uri hu vha na mveledzo u guda yo ḓi tikaho na Department ya pfunzo dza fhasi (Department of Basic Education), na u shumiswa ha maitele a u ita uri vhagudiswa vha vhe kha vhukati ha pfuzo, na u tikedzwa ha pfunzo u bva kha zwikolo na vhaofisi vha zwiṱiriki na u engedwaz u dzhenelela vha vhabebi kha pfunzo ya vhagudiswa ngomu dzikalisini