Challenges teachers encounter in teaching English reading to the Intermediate Phase learners in the Uthungulu district schools in KwaZulu Natal

Abstract

This study is a descriptive survey designed to investigate challenges teachers encounter in teaching English reading in the uThungulu District schools in the province of KwaZulu Natal. This study comprised 44 teachers who were purposely sampled on grounds of availability. Views were sampled through the use of a self-made questionnaire. This study addressed the following research question: what are the challenges teachers encounter in teaching reading in the Intermediate Phase? The objective of the study was to investigate challenges encountered by teachers in teaching reading in English in the Intermediate Phase. Data were analysed using Statistical Package for Social Sciences (SPSS) version 24, resulting in descriptive data. The findings of the study revealed that teachers were faced with numerous challenges which included, amongst others, learners who are unable to read; mother tongue interference, teaching methods used by teachers and overloading of the curriculum. Another salient finding was the lack of support for teachers from both the Department of Education and parents. Recommendations made from the study were that teachers need to be trained to use efficient methods of teaching reading. Teachers also need to be trained in identifying learners with special needs as early as possible and to refer them accordingly. Workshops and campaigns designed by the department of education need to be planned and conducted early in the year and need to be implemented in manageable packages. Teachers need to be equipped on how to encourage their learners to read for pleasure and provide reading material that is interesting to their learners.

Keywords: reading; challenges and Intermediate phase