Resilient English teachers’ use of remote teaching and learning strategies in Gauteng resource-constrained township secondary schools

Abstract

In literature and education policies, the teaching of English using remote learning strategies is recommended, but for the most part, some teachers are not pedagogically capacitated to teach their respective subjects using technology in South Africa. To explore the experiences of such teachers, this study sought to understand the models and pedagogical initiatives on the teaching of English through remote teaching and learning. Emergency remote teaching is one of the initiatives taken by resilient English teachers in resource-constrained township secondary schools in South Africa, during and after the COVID-19 outbreak. An interpretive, qualitative case study predicated on a constructivist framework was undertaken to explore how English teachers use remote learning strategies in teaching English as a second language in township secondary schools in Gauteng. Data were collected using semi-structured interviews (phone calls) and collecting documents in the form of class worksheet texts and homework activities produced and used by learners during remote learning. Data were analysed using an inductive thematic framework to answer the key research question: What are the digital pedagogic initiatives and strategies used by resilient English teachers to support learners during remote learning? Findings of the study indicate that collaboration, networking, social media communication and other digital literacy practices are teacher initiatives leading to the utilisation of digital connection platforms for socialisation, teaching and learning. Findings emphasise that English teachers should use distance learning, blended learning, mobile learning and online learning as strategies in times of crisis and in resource-constrained environments to help learners achieve their outcomes. Conclusions drawn support the fact that focusing on digital literacies in the English classroom supports proficiency in the use of the language. Participation in online learning programmes and utilisation of digital platforms provide learning opportunities for English learners in resource-constrained secondary schools. Learners eventually improve digital writing and reading skills when they participate in selected remote learning platforms. © 2021 University of Pretoria. All rights reserved.