Exploring the impact of the COVID-19 safety measures on learner-centred teaching in rural English FAL classrooms

The Coronavirus (COVID-19) has disrupted the process of teaching and learning in unprecedented ways. There has been a shift in the way lesson presentation takes place in many classrooms. In particular, the COVID-19 safety measures (social distancing and wearing of masks) threaten learner-centred teaching in rural English First Additional Language (FAL) classrooms. As a result, there is a need to explore the impact of the COVID-19 safety measures on learner-centred teaching in rural English FAL classrooms. To achieve this aim, the study raises these questions: how do COVID- 19 safety measures disrupt learner-centred teaching in rural English FAL classrooms? How do rural English FAL teachers implement learner-centred teaching while adhering to the COVID-19 safety measures? The study adopts a qualitative research design and uses Document Analysis and Online interviews to generate data from eleven participants.Following thematic analysis, data revealed that the COVID-19 safety measures negatively impact learner-centred teaching in rural English FAL classrooms. The challenges include ineffective monitoring and scaffolding, difficulty engaging in concrete and cooperative learning, limited opportunities for creativity, and distorted communication.In response, the paper recommends various strategies to lessen the impact of the COVID-19 safety measures on learner-centred teaching in rural English FAL classrooms. These include: strengthening the home-school connection, creating a supportive classroom environment, incorporating fun activities in collaborative learning activities, and providing activities that encourage independent learning

Exploring the impact of the COVID-19 safety measures on learner-centred teaching in rural English FAL classrooms

The Coronavirus (COVID-19) has disrupted the process of teaching and learning in unprecedented ways.  There has been a shift in the way lesson presentation takes place in many classrooms. In particular, the COVID-19 safety measures (social distancing and wearing of masks) threaten learner-centred teaching in rural English FAL classrooms.  As a result, there is a need to explore the impact of the COVID-19 safety measures on learner-centred teaching in rural English FAL classrooms. To achieve this aim, the study raises these questions: how do COVID- 19 safety measures disrupt learner-centred teaching in rural English FAL classrooms? How do rural English FAL teachers implement learner-centred teaching while adhering to the COVID-19 safety measures? The study adopts a qualitative research design and uses Document Analysis and Online interviews to generate data from eleven participants. Following thematic analysis, data revealed that the COVID-19 safety measures negatively impact learner-centred teaching in rural English FAL classrooms. The challenges include: ineffective monitoring and scaffolding, difficulty engaging in concrete and cooperative learning, limited opportunities for creativity, and distorted communication. In response, the paper recommends various strategies to lessen the impact of the COVID-19 safety measures on learner-centred teaching in rural English FAL classrooms. These include: strengthening the home-school connection, creating a  supportive classroom environment, incorporating fun activities in collaborative learning activities, and providing activities that encourage independent learning

Promoting Self-Directed Learning for English FAL Learners in a Rural Context: An Asset-Based Approach

Providing quality teaching and learning in rural South African schools remains challenging. Seemingly, the different interventions have fallen short in addressing the challenges of teaching and learning English as an additional language in rural schools. For example, English first additional language (English FAL) learners in these schools have poorly developed writing skills. Despite studies addressing this challenge, research on applying the asset-based approach to promote self-directed learning for English first additional language learners in a rural context remains scarce. Using writing as an example, this study explores how an asset-based approach could promote self-directed learning for English first additional language learners in a rural context. The paper adopted a qualitative research approach and employed a descriptive case study design. Free attitude interviews, focus group discussions, and document analysis were used to generate data from twenty-two English FAL learners from one rural high school. For analysis, the responses were analysed thematically. The findings revealed various factors that prevent English FAL learners from learning autonomously to improve their writing skills. In addition, the study reported that there are assets in the homes of English FAL learners that can help them learn autonomously to improve their writing skills. Finally, the study found that incorporating self-directed learning improves English FAL learners’ writing skills. The paper concluded that the asset-based approach can be used to promote self-directed learning for English FAL learners in a rural context