Teaching Reading to Intermediate Phase Learners in Inclusive Farm Schools: Challenges and Suggested Strategies

Authors : Mokwena Morelle

Volume/Issue : Volume 8 - 2023, Issue 7 - July

Google Scholar : https://bit.ly/3TmGbDi

Scribd : https://tinyurl.com/3djcbk44

DOI : https://doi.org/10.5281/zenodo.8252230

This article reports on a study that focused on the challenges experienced by teachers in teaching reading in inclusive farm schools in Klerksdorp district. The purpose of this study was to explore the strategies to improve the teaching of reading to learners in farm inclusive school in Dr, Kenneth Kaunda district. The other purpose is to inculcate the spirit and love of reading for comprehension in intermediate phase and to encourage the leadership on reading in inclusive farm schools. The set objectives for the study was to explore challenges experienced by teachers in teaching reading and to explore the teaching strategies that will enhanced successful reading in inclusive school. A qualitative research approach was followed, underpinned by interpretive method as a paradigm. Participants were purposefully selected. Data were collected through semi- structured interviews. The participants included were from three inclusive farm schools. Participants encapsulates one principal from each school as the managers and responsible for the implementation of teaching reading in inclusive schools. One subject advisor who is responsible for developing teachers in improving teaching of reading in farm schools. Two teachers from each of three schools who are the implementers of teaching reading of were also selected. Participants involved in this study were ten in number.

Keywords : Inclusive classroom, inclusive farm school, intermediate phase, language of teaching and learning (LoLT), Teaching reading, Teaching English first additional language (EFAL).


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31 - December - 2023

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