Challenges Experienced by Educators During the Implementation of Teaching, Learning and Assessment Policy in English First Additional Language, Capricorn District, Limpopo Province, South Africa

Challenges Experienced by Educators during the Implementation of Teaching, Learning and Assessment Policy in English First Additional Language, Capricorn District, Limpopo Province, South Africa

Tonny Kolo Mengwai & Tsebe Wilfred Molotja

Issue: Vol.6 No.4 Issue SASE Special Issue Article 5 pp.54 – 70
DOI: https://doi.org/10.38159/ehass.2025645 | Published online 25th April, 2025
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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ABSTRACT

The implementation of the Teaching, Learning and Assessment of the English First Additional Language (EFAL) policy has brought frustration to both educators and learners. The purpose of the study was to explore the challenges experienced by educators during the implementation of the EFAL teaching, learning and assessment policy. The researcher adopted an explorative qualitative approach to conducting the study. Permission to conduct the study was obtained from UL TREC and the Department of Basic Education (DBE). Participants received consent forms for their voluntary participation in the study. Four English First Additional Language educators were purposefully selected to participate in the study. They were selected for their expertise in teaching EFAL. Data were collected through in-depth interviews and observations. The data was analysed using thematic analysis in emerging themes following the six stages of the thematic approach. The findings show that excessive administration duties, lack of resources, overcrowded classrooms, insufficient planning and preparation, lack of interest and time management are some of the challenges educators experience during the implementation of the EFAL policy. The study reflects a representation of a population of rural, understudied and low socio-economic status which is mostly less represented in literature. The study adds to the body of knowledge and highlights context specific factors that affect the implementation of teaching, learning and assessment policy in EFAL, in the Capricorn district, Limpopo province, South Africa. The recommendations are to increase contact time, develop a resource pack for informal assessment activities, improve infrastructure, strengthen support, intensive monitoring and moderation of teaching, learning and assessment activities.

Keywords: Teaching, Learning, Assessment, Challenges, Implementation

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ABOUT AUTHOR(S)

Tonny Kolo Mengwai (PhD) is an accomplished Senior Education Specialist and researcher specializing in English Education. With a PhD in English Education, along with a Masters, Honours, and B.Ed degree. Dr. TK Mengwai brings extensive expertise in language education. His research interests include language policy implementation, teaching and learning methodologies, assessment strategies, and integrating Information and Communication Technology (ICT) in language education.

Tsebe Wilfred Molotja is a Full Professor in English language teaching in the Department of Language Education in the School of Education at the University of Limpopo. He lectures modules in Language Education, particularly English Education and has positively contributed to the training of English First Additional language teachers. His research revolves around issues in Academic Reading, Academic Literacy, Multigrade teaching in primary schools, Assessment in Language Teaching, English language teaching methodologies, Developing Reading and Writing Skills in the Primary, Secondary schools and Institutions of Higher Learning. He is currently serving as the Head of Department of Language Education. He has presented papers at National and International conferences on issues pertaining to language teaching (Reading and Writing). He has supervised Honours, Masters and PhD candidates in studies in developing reading and writing skills and has externally examined Masters and PhD students from various universities in the country. He is actively involved in developing literacy skills in primary schools in Mankweng and Dikgale clusters as part of VLIR Project 3 (Multiple Literacies: Science Literacy, Health Literacy and Academic Literacy) where he serves as the Deputy Leader. He is currently serving as the Principal Investigator in Kagiso Trust in Sekhukhune East District, Limpopo Province and the Deputy Chair of Schools as Enabling Environments (NRF Research Chair) under Prof Themane. His involvement in community engagement projects has resulted in the publication of book chapters and articles in peer reviewed books and journals. He is also involved in adjudicating in the Department of Sport, Arts and Culture (Limpopo Province) in developing young writers in English and Sepedi in Limpopo Province. He is serves as a mentor for young and upcoming lecturers in the department in English language teaching.

TO CITE ARTICLE

Mengwai, Tonny Kolo and Tsebe Wilfred Molotja. “Challenges Experienced by Educators during the Implementation of Teaching, Learning and Assessment Policy in English First Additional Language, Capricorn District, Limpopo Province, South Africa,” E-Journal of Humanities, Arts and Social Sciences 6, no.4 (2025): 54-70. https://doi.org/10.38159/ehass.2025645