Senior phase teachers’ experiences of teaching English in a rural context: a case study of Msinga Circuit Management
The teaching of English as a second language in bilingual or multilingual classes presents many challenges to both teachers and students. Bilingual classes are not easy to handle and sometimes it becomes very difficult for the teachers to cope with the challenges. The purpose of this study was to investigate the actual experiences and challenges encountered by the teachers of English in the rural context of the Msinga Circuit Management. Interpretivism paradigm was employed for this study. Data were collected using qualitative research methods. Three secondary schools were randomly selected from Msinga Circuit, namely Mabaso Secondary (Tugela Ferry ward), Msimbithi Secondary (Pomeroy ward) and Sakhiseni Secondary (Msinga Top ward). Data were collected through two (2) focus group discussions with teachers, in-depth interviews with 11 randomly selected teachers of English and five (5) Departmental Heads. The research findings indicated that the teachers of English experienced many challenges during the teaching of English in bilingual/multilingual classes. Learner-oriented problems observed by teachers in class were poor reading skills, speaking skills, pronunciation, not comfortable speaking in front of peers, poor foundation demonstrated through failure to grasp the basic concepts when in senior level and the lack of motivation to use English, negative attitude towards English, lack of discipline, absenteeism and late coming to school. Some learners could not read or write simple words, which made them want to use their mother tongue all the time. Teachers had to code- switch and allow the learners to use vernacular language in class for them to comprehend what was being taught. The study participants identified age as an important factor in the learning of English. Learners who were not exposed to English early in life, as they grew up, were not able to use it fluently in classes and other subjects. The home and school environments were reported to be negatively contributing to the learning of English. Most homes lacked resources like televisions, and some parents could not assist the learners with homework. There was very limited exposure to English in most homes and that negatively affected the acquisition of English by the learners. The environment in most schools was not conducive to the learning of English as resources were very limited and big classes characterized many schools. The strategies used by teachers were encouraging learners to speak and read English using debates, role-play, writing songs or poems; use of words in sentences; use of learning aids and team teaching. Teachers indicated that the strategies they used at times depended on the resources that they had at the school. Teachers tended to help each other to improve teaching methods as workshops were not well structured to cater for teachers of English, who taught bilingual classes. The study concluded that the teachers of English faced many challenges and needed assistance so that they could be equipped to teach bilingual classes in a rural context.
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