The agency of Grade 10 English first additional language educators when teaching literature in rural schools.
| dc.contributor.advisor | Bertram, Carol Anne. | |
| dc.contributor.author | Dlamini, Tholakele Cynthia. | |
| dc.date.accessioned | 2024-06-25T12:27:26Z | |
| dc.date.available | 2024-06-25T12:27:26Z | |
| dc.date.created | 2023 | |
| dc.date.issued | 2023 | |
| dc.description | Masters Degree. University of KwaZulu-Natal, Pietermaritzburg. | |
| dc.description.abstract | In South Africa, learners whose home language is not English are taught the subject as a First Additional Language. However, teaching English FAL in a rural school can be challenging, especially when teaching literature. That is why teacher agency is important in the teachers‟ classrooms. This study aimed to explore the agency of Grade 10 English First Additional Language educators when teaching literature in rural schools. This qualitative study was conducted under the interpretive paradigm. Four Grade 10 English FAL educators from two rural schools were purposefully selected and semi-structured interviews and collages were used to generate data. The ecological model of teacher agency guided data collection and analysis, making it possible to explore and understand teachers‟ experiences. The study findings revealed that Grade 10 English FAL educators from these rural schools loved and enjoyed teaching literature despite their challenges. It was discovered that English FAL educators in rural schools encountered overcrowding, shortage of LTSM, lack of learners‟ English competency, and learners‟ negative attitudes towards English. In response to these challenges, participant teachers exercised their agency to ensure no learner was left behind. They showed their agency by using a variety of teaching strategies, such as role-playing, where learners acted out the scenes from the drama. They encouraged the use of dictionaries to improve learners‟ vocabulary. Summary writing at the end of the chapter of the novel was encouraged on learners. Revision was conducted using previous question papers to prepare learners for assessments. Many reading activities were given to learners during lessons to improve their understanding of literature, reading skills, and confidence. Findings also revealed that teachers‟ agency is greatly influenced by their background, what they learn in teacher development workshops, and the future aspirations for their learners. The study concludes that one‟s past, present, and future aspirations have an impact on teacher agency. Teacher agency plays a fundamental role in the teaching of Grade 10 English FAL literature in rural schools. However, more cooperation is required from all stakeholders to overcome the challenges. | |
| dc.identifier.uri | https://hdl.handle.net/10413/23160 | |
| dc.language.iso | en | |
| dc.subject.other | English first additional language. | |
| dc.subject.other | Rural schools. | |
| dc.subject.other | Literature. | |
| dc.subject.other | Teachers. | |
| dc.subject.other | Teacher agency. | |
| dc.title | The agency of Grade 10 English first additional language educators when teaching literature in rural schools. | |
| dc.type | Thesis | |
| local.sdg | SDG4 |