Exploring teachers’ experiences of English across the curriculum strategy in rural secondary schools in South Africa
Despite the introduction of English Across the Curriculum (EAC) learners in many rural schools perform below the expected level. This study adopted a qualitative research approach to explore teachers’ experiences of the EAC strategy in rural secondary schools. Purposive sampling was used to select three teachers from each school in three respective circuit management centers (CMCs). Employing qualitative interviews as the data collection method, we found that the key issues regarding implementing the EAC strategy are learners’ inability to use English, teachers’ inability to use English, learners’ home environment, and lack of communication of the DBE’s commitment. We believe that teachers should be afforded the necessary scaffolding to familiarize themselves with the target language. The DBE should gear up its management regimens to capacitate, monitor, and evaluate teachers using the EAC strategy. It would be desirable, in the interest of our country’s democratic dispensation, to grant learners the opportunity to learn in their indigenous language. This study will afford researchers of the EAC an understanding of the intricacies of fostering English teaching across the curriculum from the perspective of teachers.
Authors: Lokesh Ramnath Maharajh, Blessing Bongani Chili
Published in: London International Conference on Education (LICE-2021)
- Date of Conference: 22-24 November 2021
- DOI: 10.20533/LICE.2021.0014
- ISBN: 978-1-913572-42-6
- Conference Location: Virtual (London, UK)