Resumo

MAJA, Margaret Malewaneng  e  DU PLESSIS, Elize (E.C.). Challenges faced by intermediate phase English First Additional Language teachers in establishing classroom libraries in Limpopo Province. IJTL [online]. 2023, vol.18, n.1, pp.167-181. ISSN 2519-5670.

Classroom libraries have an important function in the development of reading abilities for English First Additional Language (EFAL) learners in the Intermediate Phase (grades 4 to 6). This research aimed at exploring the challenges faced by the Intermediate Phase EFAL teachers in establishing classroom libraries in a rural circuit of the Limpopo Province to promote learners' reading ability. A qualitative grounded theory approach was employed using observations and an interview schedule with semi-structured open-ended questions. Nine participants were purposefuly selected. The study found that there was limited relevant reading material, a lack of space for seting up a classroom library in overcrowded classrooms, teachers' lack of knowledge on organising the classroom library books and a lack of strategies on how to control the checking in and out of books. It is recommended that schools should first allocate funds for buying books and seek donations for reading material from public libraries as wel as non-governmental organisations. Inservice training should be conducted to equip teachers with the basic skiils of organising and facilitating the checking out and returning of classroom library books.

Palavras-chave : classroom libraries; classroom interaction pedagogy; English First Additional Language (EFAL); rural circuit; primary school teachers; reading ability; reading comprehension.

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