Strengthening the teaching of creative writing skills in English First Additional Language in Grade 3

Abstract

Writing is one of the fundamental language skills necessary for teaching and learning. However, writing in English presents significant challenges for Foundation Phase learners. Grade 3 learners often have a limited English vocabulary, which hinders their ability to express themselves effectively in writing. As a result, they struggle to find the right words to convey their ideas, putting them at a disadvantage in Grade 4, where all subjects require English creative writing skills. This study investigated how writing was taught in English First Additional Language to Grade 3 learners. A qualitative research design was employed, incorporating interviews, observations, and document analysis to explore current practices, challenges, and potential opportunities for improvement in this context. The study population comprised all Grade 3 teachers in the Sibasa Circuit. Using a purposive sampling method, three primary schools out of the nineteen in the circuit were selected for participation. Within these schools, six Grade 3 teachers were invited to participate in the qualitative data collection, with two teachers selected from each school, as the selected schools had more than one Grade 3 class. The expected findings are that teachers can support Grade 3 learners in developing their creative writing skills, helping them become more confident and competent English writers while fostering literacy development. Key recommendations will include implementing interactive teaching methods, providing targeted support for struggling learners, integrating technology into writing instruction, fostering a supportive learning environment, and offering professional development opportunities for teachers to enhance their language-teaching practices.