Exploring the teaching of writing to grade 8 to 10 English first additional language learners in a township school: a case study.

Abstract

This study explored how English First Additional Language teachers in a South African township school teach writing and why they teach it in this way. The study aimed to answer the following questions: How is writing taught to Grade 8 to 10 English First Additional Language learners? Why is writing taught in this way to Grade 8 to 10 English First Additional Language learners? The Socio-cultural Theory underpinned this study. Pertinent literature that guided this study included what is writing, importance of writing, approaches to teaching writing, writing practices, teaching of writing to English First Additional Language learners and English teacher competency to teach writing. Data generation strategies were nonparticipant observation, semi-structured interviews, and document analysis. The themes that emerged through thematic analysis were approaches to teaching writing, assessment, challenges to English First Additional Language writing, experiences of writing, and the role of Department of Basic Education. The findings acknowledged that the Covid-19 pandemic affected the teaching and learning of writing. The study recommends that there should be more focus on the teaching of writing as this language skill is necessary for learners’ academic success.