The use of differentiated instruction by English teachers in building a reading culture in rural high schools in Seshego in Limpopo, South Africa

Abstract

The purpose of this article is to explore the use of differentiated instruction by teachers in teaching reading to EFAL learners in rural schools. This is based on the fact that reading is a fundamental skill upon which all formal education depends. Thus, any child who does not learn to read early and well, would not easily master other literacy skills and is therefore unlikely to perform well in school or in life. However, teaching reading to EFAL learners comes with a lot of challenges. This article is framed by the socio-cultural theory and is qualitative in nature premised within an interpretation of teachers’ experiences and practices in teaching reading. The participants included 25 EFAL teachers from Seshego District in Limpopo Province. The empirical investigation revealed that, teachers in rural schools in South Africa do not have the necessary skills and expertise to teach reading to EFAL learners. They fail to show a knowhow about the approaches to teaching reading. In addition, they treat reading as a separate entity from speaking and writing. Among the main challenges identified, the lack of teaching skills, remuneration, lack of resources, overcrowded classrooms are the major challenges encountered by the teachers. The study concludes that in-service training and workshops are required to peach rural schoolteachers to the expected level.