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.
