Authors :
Mokwena Morelle
Volume/Issue :
Volume 8 - 2023, Issue 7 - July
Google Scholar :
https://bit.ly/3TmGbDi
Scribd :
https://tinyurl.com/3djcbk44
DOI :
https://doi.org/10.5281/zenodo.8252230
Abstract :
This article reports on a study that focused on
the challenges experienced by teachers in teaching
reading in inclusive farm schools in Klerksdorp district.
The purpose of this study was to explore the strategies to
improve the teaching of reading to learners in farm
inclusive school in Dr, Kenneth Kaunda district. The
other purpose is to inculcate the spirit and love of
reading for comprehension in intermediate phase and to
encourage the leadership on reading in inclusive farm
schools.
The set objectives for the study was to explore challenges
experienced by teachers in teaching reading and to
explore the teaching strategies that will enhanced
successful reading in inclusive school. A qualitative
research approach was followed, underpinned by
interpretive method as a paradigm. Participants were
purposefully selected. Data were collected through semi-
structured interviews. The participants included were
from three inclusive farm schools.
Participants encapsulates one principal from each school
as the managers and responsible for the implementation
of teaching reading in inclusive schools. One subject
advisor who is responsible for developing teachers in
improving teaching of reading in farm schools. Two
teachers from each of three schools who are the
implementers of teaching reading of were also selected.
Participants involved in this study were ten in number.
Keywords :
Inclusive classroom, inclusive farm school, intermediate phase, language of teaching and learning (LoLT), Teaching reading, Teaching English first additional language (EFAL).
This article reports on a study that focused on
the challenges experienced by teachers in teaching
reading in inclusive farm schools in Klerksdorp district.
The purpose of this study was to explore the strategies to
improve the teaching of reading to learners in farm
inclusive school in Dr, Kenneth Kaunda district. The
other purpose is to inculcate the spirit and love of
reading for comprehension in intermediate phase and to
encourage the leadership on reading in inclusive farm
schools.
The set objectives for the study was to explore challenges
experienced by teachers in teaching reading and to
explore the teaching strategies that will enhanced
successful reading in inclusive school. A qualitative
research approach was followed, underpinned by
interpretive method as a paradigm. Participants were
purposefully selected. Data were collected through semi-
structured interviews. The participants included were
from three inclusive farm schools.
Participants encapsulates one principal from each school
as the managers and responsible for the implementation
of teaching reading in inclusive schools. One subject
advisor who is responsible for developing teachers in
improving teaching of reading in farm schools. Two
teachers from each of three schools who are the
implementers of teaching reading of were also selected.
Participants involved in this study were ten in number.
Keywords :
Inclusive classroom, inclusive farm school, intermediate phase, language of teaching and learning (LoLT), Teaching reading, Teaching English first additional language (EFAL).
