SciELO - Scientific Electronic Library Online

vol.9 issue1Home as a primary space: Exploring out-of-school literacy practices in early childhood education in a township in South AfricaHow a professional development programme changes early grades teachers' literacy pedagogy author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand



Related links

  • On index processCited by Google
  • On index processSimilars in Google


South African Journal of Childhood Education

On-line version ISSN 2223-7682
Print version ISSN 2223-7674


MALEBESE, Mots'elisi L.; TLALI, Moeketsi F.  and  MAHLOMAHOLO, Sechaba. A socially inclusive teaching strategy for fourth grade English (second) language learners in a South African school. SAJCE [online]. 2019, vol.9, n.1, pp.1-8. ISSN 2223-7682.

BACKGROUND: Learners from predominantly less priviledged South African schools encounter English as a language of teaching and learning for the first time in Grade 4. The transition from the use of home language to second language, namely English first additional language, is complexly related to the learners' inability to read text meaningfully. This complexity is traceable to the reading materials, actual teaching practices and learners' cultural underpinnings. Learners' inability to read text meaningfully impacts negatively their academic performance in general. AIM: This article demonstrates how a socially inclusive teaching strategy is used to enhance the teaching of reading in a second additional language to Grade 4 learners. SETTING: A one-teacher public school situated on a remote private property with bad access roads. Learners from neighbouring farms walked long distances to school. The teacher's administrative work and workshops often clashed with teaching and learning that received very limited support. METHODS: The principles of the free attitude interview technique and critical discourse analysis were used to generate and analyse the data. Socially inclusive teaching strategy that is participatory action research-oriented and underpinned by critical emancipatory research principles guided the study. RESULTS: The use of socially inclusive teaching strategy helped improve reading of English text significantly. CONCLUSION: Socially inclusive teaching strategy can help improve learning and teaching support materials, teacher support and learning.

Keywords : socially inclusive teaching strategy; critical emancipatory paradigm; English First Additional Language; critical discourse analysis; public farm school.

        · text in English     · English ( pdf )


Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License