Abstract:

The skill of writing is very important for every learner to acquire in the present world and have become one the key issue in primary schools national (for example, rural setting) of South Africa. Writing is defined as a form of communication that allows learners to put their feelings and ideas on paper, to organize their knowledge and beliefs into convincing arguments, and to convey meaning through well-constructed text. Public schools in South Africa offer English as FAL (First Additional Language), however, writing English is a skill which usually receives little attention in most schools. Currently, South Africa is fronted with the challenge of learners who perform poorly in tasks that required them to produce written responses in English. Yet, there is insufficient literature that looks into strategies used by teachers in teaching writing learners of isiXhosa background in English First Additional Language (EFAL). Hence, this study investigates teachers’ strategies in teaching writing in EFAL. Therefore, the aim of this article is to find various strategies to inculcate the writing culture in learners while reflecting on the most common errors learners and teachers make when they write in EFAL. Methodologically, the study is premised within a qualitative approach through semi-structured interviews, classroom observations and document analysis was adopted. The study used Critical Discourse Analysis (CDA) within interpretivism to bring out the perspectives of the researcher on how writing could be made exciting among the learners. The theoretical and conceptual framework for the study is provided by studies on constructivist theories and socio-cultural theories.

Keywords:

EFAL, teaching strategies, teaching and learning, rural primary schools, English writing.