Enhancing Teaching Strategies used in Grade 12 English Second Language Classrooms in Mankweng Circuit, South Africa

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Morongwa Choshi , Mphoto Mogoboya

Abstract

Teaching strategies applied in Grade 12 English Second Language (ESL) classrooms are a challenging task in South African schools, particularly in Mankweng Circuit. Grade 12 ESL teachers find themselves having to apply teaching strategies that would yield good results for Grade 12 learners. This article seeks to enhance the teaching strategies used in Grade 12 English Second Language classrooms in Mankweng Circuit, South Africa. It is underpinned by the Communicative Language Teaching (CLT) approach. Mixed-method research approach in an explanatory research design was used to explain teaching strategies used in English second language classrooms. Data, which was sampled purposively, was collected through questionnaire and interview. Data collected from questionnaires and interviews were transcribed, analysed and interpreted using thematic content analysis. The findings of the article indicated that the academic performance of Grade 12 ESL learners relies solely on addressing the teaching strategies. The article further recommends that ESL teachers should receive continuous capacity-building training workshops on ESL teaching strategies and implementation from the Department of Education and other stakeholder organisations in order to enhance the status quo.

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