Teachers’ experiences of teaching history using english as a language of teaching and learning in the intermediate phase.

Abstract

The prime purpose of this study was to explore teachers’ experiences of teaching History using English as the language teaching and learning intermediate phase (Grades 4 -6). Six History teachers were purposely selected using convenience sampling and data was generated using a focus group and semi-structured interviews. Data was analysed using a thematic analysis. The conceptual Framework, Cultural Historical Activity Theory (CHAT), was also used to analyse teachers’ experiences. More so, ethical considerations and trustworthiness issues were adequately addressed during the study. The findings of the study indicate that History teachers’ experiences illuminated using innovative methods and traditional methods to teach complex History concepts. While the factors that influence teachers’ experiences were shortage of resources, code-switching, teachers’ knowledge, and language barrier. The findings of this study further revealed that teaching History using English language in rural schools has been a challenging experience for many teachers and learners in the townships’ schools. In it, the results demonstrate that the experiences of language barrier, lack of resources, and the need to follow the curriculum as prescribed by the department have been particularly detrimental for teachers and learners thereby affective the outcomes of teaching History. In conclusion, the study recommends teaching English across curriculum, and that History teachers must be both History and English specialists. Curriculum managers such as Departmental Head must be proactive and initiate development support group system within the schools.