Exploration of Challenges Faced by English First Additional Language Teachers in Teaching Short Stories in Bochum Circuit, South Africa

Abstract

Teaching of literature is a daunting task to teachers, more especially the teaching of short stories. Thus, the study seeks to explore challenges faced by English First Additional Language (EFAL) teachers in teaching short stories. The study employed phenomenological case study research design that allowed for the focus of the nature of a particular phenomenon. Six EFAL teachers from Mathew Phosa Secondary School, in Bochum Circuit, Capricorn North District were purposely selected. The study adopted focus group interview and teachers shared their experiences on how these challenges can be mitigated. Data was analysed thematically using thematic data analysis. The findings reveal that teachers are struggling with the interpretation of figurative and literal language used in the short stories. Therefore, this study recommends that teachers should be supported in a form of workshops and seminars that focuses specifically on teaching of short stories. They should be supplied with teaching resources such as videos of the prescribed short stories and the techniques on how to interpret literary language. Lastly, the Department of Basic Education should change the old short stories and consider prescribing new ones that this new generation can relate on; which will grasp their attention and make the teaching and learning of short stories enjoyable.