Towards teaching anew: Teaching critical literacy with intermediate phase pre-service teachers

Towards teaching anew: Teaching critical literacy with intermediate phase pre-service teachers

Sinothile Thamsanqa Mbuyazi , Janet Kruger & Jennifer Sheokarah

Issue: Vol. 7 No. 2 2026 Article 10 pp.151 – 168
DOI : https://doi.org/10.38159/jelt.20267210 Published online 12th March 2026.

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ABSTRACT

This paper explores the gap in South African teacher education regarding the integration of critical literacy in Intermediate Phase (IP) English language classrooms. While the Curriculum and Policy Statement (CAPS) of South Africa (SA) highlights critical thinking as one of the general aims of education, critical literacy is still overlooked in teaching practices and teacher training programmes. Underpinned by the Critical Pedagogy (CP) and the Transformative Learning Theory (TLT), this paper engages IP pre-service English teachers in a Participatory Action Learning and Action Research (PALAR) approach to strengthen the integration of critical literacy. Exploring the perceptions, challenges and collaboratively developing strategies for critical literacy instruction, a purposive sample of fourth-year pre-service English teachers was selected from a South African higher education institution. Data was generated through three PALAR cycles using guided reflective journals and photovoice. Inductive thematic analysis was applied. The findings reveal a transformed approach to teaching critical literacy; pre-service teachers used a dialogic approach, different seating arrangements to ensure collaboration, and used authentic texts and creative activities. This highlights the shift from traditional rote learning and teacher-centred approach to learner-centred methods, underscoring the movement towards teaching anew. The paper emphasises the need for critical literacy integration in classrooms, and the importance of reflective tools, participatory methods, and intentional strategies in developing socially conscious, adaptive teachers. This paper contributes to existing literature by offering insight into how pre-service teachers perceive and attempt to implement critical literacy strategies.

Keywords: Critical literacy, Pre-service teachers, Reflective practice, Teaching anew

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AUTHOR(S)

Mr.Sinothile Mbuyazi is a Junior Lecturer in the School of Language Education at North-West University. He holds a BA in English and Linguistics, a PGCE, and a BA Honours in Linguistics. He is currently pursuing an MEd focusing on pre-service teachers’ integration of critical literacy. He has six years of high school teaching experience and has also worked with literacy development programmes. His research interests include critical literacy, teacher education, and language pedagogy.

Dr. Janet Kruger currently serves as the Subject Leader for English within the Faculty of Education at North-West University. With a research focus on enhancing teaching and learning experience of pre-service teachers in English Education, Janet specialises in preparing teachers particularly within the dynamic landscape of 21st-century South Africa. Her research and teaching approach emphasises the importance of modelling as a primary method for training future teachers and enhancing their teaching competence. By showcasing effective teaching practices and fostering a supportive learning environment, Janet ensures that aspiring teachers not only acquire the requisite knowledge and skills but also cultivate the needed graduate attributes to navigate the complexities of an ever-evolving world. Beyond research and teaching, Janet plays an active leadership role in curriculum design and programme review, further enhancing the quality of English Education and contributing to the professional development of future teachers.

Dr. Jennifer Sheokarah is a lecturer in the School of Language Education at North-West University, South Africa, and holds a PhD from the University of KwaZulu-Natal. Her research focuses on second language learning as well as teacher education, particularly pre-service teachers’ readiness to teach English and the development of strategies that build second language learners’ confidence and motivation. Her research interests include humanising pedagogy, gamification, and creative learning approaches aimed at reducing anxiety and enhancing engagement in language classrooms. Informed by her background as a high school English teacher, she integrates innovative, learner-centred methodologies to prepare future educators for dynamic and responsive teaching.

TO CITE ARTICLE

Mbuyazi, Sinothile Thamsanqa, Janet Kruger, and Jennifer Sheokarah. “Towards teaching anew: Teaching critical literacy with intermediate phase pre-service teachers,” Journal of Education and Learning Technology 7, no.2 (2026): 151 – 168. https://doi.org/10.38159/jelt.20267210