Challenges faced by English (as a second language) teachers in primary schools : the case of Mokane, Rethatoleng and Seaseole primary schools in Boteti sub-district

Abstract

This study investigated the challenges English (as a second language) teachers face in primary schools. The objectives of the study were to identify particular challenges encountered by teachers of English as a second language to young learners and explore how training and development programmes can support teachers in meeting those challenges, describe the reading policies, where they are in place, of Letlhakane Primary Schools and devise solutions/ recommendations on how to tackle the challenges that teachers face in English reading. The sample for the study was drawn from the teachers serving at government primary schools. A sample of 30 teachers was purposively selected from three (3) primary schools identified as large in Letlhakane. The study adopted the following qualitative data collection strategies: focus group discussion, individual interviews and classroom observations. The findings revealed that there are many challenges that teachers face in teaching reading in the schools observed. Some of the challenges include exceptionally large numbers of children in class, limited time, lack of expertise in the teachers and shortage of materials and resources for teaching reading in English. The study recommends that class size be reduced, reading be made the main subject and timetabled, which will give it more time to be taught, teaching of reading must be introduced and made a compulsory course at all levels in colleges of education for primary school teachers. Teachers should be given regular in-service training in the teaching of reading. The Ministry of Basic Education should supply primary schools with the necessary materials for teaching reading and increase those that have a shortage of such resources. It is also recommended that building of libraries furnished with appropriate readers be done and the use of English as a language of instruction in all subjects except for Setswana should be started as early as in standard/grade 1. Reading policies should also be developed in schools so that teachers know what to do or follow when it comes to the teaching of reading.