Original Research

What challenges do foundation phase teachers experience when teaching writing in rural multigrade classes?

Janet Condy, Bernita Blease
South African Journal of Childhood Education | Vol 4, No 2 | a203 | DOI: https://doi.org/10.4102/sajce.v4i2.203 | © 2014 Janet Condy, Bernita Blease | This work is licensed under CC Attribution 4.0
Submitted: 28 December 2014 | Published: 24 December 2014

About the author(s)

Janet Condy, Cape Peninsula University of Technology, South Africa
Bernita Blease,

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Abstract

A one-size-fits-all curriculum cannot address the issues faced by rural multigrade teachers and learners. In South Africa, despite government efforts to relieve adversity, poverty in rural areas is still rife and poor education still fails to lift people out of it (Joubert 2010). Equality is essential in ensuring that all South African children have access to quality education where they can learn in an environment free from bias and discrimination (Asmal 2001). Bronfenbrenner’s social ecological systems theory underpinned this study. The purpose of this research was to identify the challenges experienced by two foundation phase teachers in teaching writing. This research was a qualitative study embedded within an interpretive case study. The following factors became evident: poor socio-economic backgrounds, transport, parental illiteracy, and teacher challenges that include the following subthemes: reading problems, differentiated teaching, resources, the language of teaching and learning, and writing support from the Western Cape Education Department (WCED).

Keywords

rural, multigrade, writing, challenges, quintile, pedagogies

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