Nkoane, M. M.Maseko, P .B. N.Mohale, Mapotsane Amelia2021-03-252021-03-252020-01http://hdl.handle.net/11660/10981This research is motivated by a need to strengthen strategies in teaching of second language English in large grade 8 classes. The majority of schools in Lesotho have high learner enrolment since 2001 as a result of Free Primary Education. This study expands on strengthening and formulating strategies as a vehicle to the challenges encountered by teachers due to teaching English in large classes. It is guided by the Critical Emancipation Research (CER) theory and Participation Action Research as a research methodology. This qualitative research generated data from one high school in the district of Thaba-tseka in Lesotho of a student teacher ratio of 1:70 through the meeting and discussions. The Focus group discussion and Free-attitude interviews were used to gain more evidence and the generated data were analyzed by the use of Critical Discourse Analysis. The findings accruing from the data were used for recommendations pertaining to the best strategies to be used by English teachers in large classes such as peer teaching, effective communication, provision of feedback and collaborative teaching. It is recommended that the government of Lesotho should provide schools with more buildings and increase the number of teachers to achieve learner-teacher ratio. Also create a warm atmosphere, user friendly schools with both teachers and parents having a feeling of ownership to enable the learners to develop skills in English.enDissertation (M.Ed. (Education))--University of the Free State, 2020Large classSecond language EnglishEnglish language -- Study and teaching -- Second languageEnglish language -- Study and teachingDissertationUniversity of the Free State