Exploring the novice teachers’ experiences of teaching in English across the curriculum in rural schools in South Africa

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dc.contributor.authorAjani, Oluwatoyin Ayodele
dc.contributor.authorMncube, Dumsani Wilfred
dc.contributor.authorMkhasibe, Rachel Gugu
dc.coverageSan Francisco, California
dc.coverage.conferenceissn
dc.date.accessioned2025-11-19T09:31:59Z
dc.date.available2025-11-19T09:31:59Z
dc.date.issued2021
dc.departmentNameLanguages and Social Sciences
dc.description.abstractThis study explores the experiences of novice teachers who are teaching in English across the curriculum in South African rural schools. Their entry period into the profession is vulnerable and makes them novice in practice, characterised by a high rate of attrition, especially during the first five years of their career. Moreover, it becomes worse with some of the novice teachers who are employed in rural areas and have to teach in English across the curriculum. While there is a broad consensus on the importance of using the medium of instruction when teaching, studies that have investigated the experiences of novice teachers in teaching in English across the curriculum are few. This study employed a qualitative research design. Fifteen FET novice teachers were purposively selected for observation and focus group discussion from five high schools located in King Cetshwayo District in KwaZulu-Natal province. Theories of the Skills Acquisition Theory (SAT) and the Second Language (L2) Comprehensible Input through Teacher Talk Theory (CITTT) underpinned this study. Findings revealed that novice teachers face several challenges in curriculum delivery in English. The participants indicated learners' backgrounds as a limitation to the effective use of English as the medium of instructions. Lesson observations affirmed that teachers are comfortable using indigenous languages to teach across the curriculum. It is recommended that pre-service teachers should be prepared and exposed to both rural and urban areas during their teaching practice sessions. English language as a medium of instruction in schools, should be encouraged as a compulsory module for all pre-service students in teacher education.
dc.facultyFaculty of Education
dc.format.preprintNo
dc.identifier.citationMkhasibe, R.G., Mncube, D.W. and Ajani, O.A., 2021. Exploring the novice teachers’ experiences of teaching in English across the curriculum in rural schools in South Africa. Multicultural Education, 7(8), pp. 220-228.
dc.identifier.issn1068-3844 (online)
dc.identifier.otherhttps://doi.org/10.5281/ZENODO.5177714
dc.identifier.urihttp://hdl.handle.net/10530/58293
dc.inproceedingsissn
dc.issuenumber7 / 8
dc.keynoteissn
dc.pages220 - 228
dc.peerreviewedYes
dc.publisherCaddo Gap Press
dc.subjectBeginning Teachers
dc.subjectNovice
dc.subjectTeaching, Curriculum
dc.subjectLanguage
dc.subjectRurality
dc.titleExploring the novice teachers’ experiences of teaching in English across the curriculum in rural schools in South Africa
dc.title.journalMulticultural Education
dc.typeJournal Article
dspace.entity.typePublication
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