The teaching and learning of Literature in the Grade 10 English First Additional Language classrooms in Limpopo Province

Abstract

Teaching literature in the English First Additional Language (EFAL) classroom is important for widening students’ vocabulary and providing opportunities to strengthen their language skills. Moreover, teaching literature for the said purpose requires expert teachers to encourage and motivate learners to read and engage in meaningful discussions to comprehend what is read. However, research on the teaching and learning of EFAL literature has shown that various factors contribute to the challenges of teaching and learning literature in the EFAL classroom. This study investigated the challenges of teaching and learning literature in the Grade 10 EFAL classroom. A qualitative research approach was used to collect and analyse data gathered through observations and interviews with teachers and learners. The data collected was analysed by using thematic analysis. The findings revealed that the following factors contributed to the challenges experienced in teaching and learning literature in the EFAL classroom: overcrowding, lack of teaching and learning material, reading problems, lack of interest in reading, learner progression, language barriers, reluctance to attend extra classes, and difficulties in analysing texts. Based on these findings, it is concluded that teaching and learning literature in the EFAL classroom will likely remain a challenge if the factors identified above are not promptly addressed. Hence, it is recommended that the educational authorities provide teachers with practical training workshops to help them apply their roles as teachers to overcome challenges in the circle of their influence. This study will contribute knowledge in terms of helping teachers improve their instruction of literature in the EFAL Grade 10 classroom for the benefit of EFAL learners across the grades in South Africa.