Investigating intermediate phase English educators' practices, in responding to learner diversity at a full-service township primary school in Gauteng

Abstract

There is a severe shortage of qualified primary school educators who can meet the demands of their learners from a wide range of backgrounds. This makes it hard for primary school educators in Full- Service townships schools to change the way they educate. The scarcity of resources creates barriers to learning, limiting educators' capacity to effectively respond to learners’ diverse needs. Moreover, educators encounter challenges in implementing inclusive teaching methods due to insufficient resources, inadequate training and socio-economic inequalities. These issues hinder the full realisation of the inclusive education model that Full-Service School strives to provide. Full-Service Schools in South Africa represent a significant advancement in ensuring that all learners, regardless of socioeconomic status, disability, language or cultural background, have access to quality education. This research project investigates the practices of intermediate phase English educators in responding to learner diversity at a Full-Service township primary school in Gauteng, South Africa. The data was collected through focus group interviews, classroom observation and document analysis with six intermediate phase English educators working at FSSs in a South African township. The study aims to explore how educators implement inclusive teaching strategies to address the diverse learning needs of their learners, particularly in the context of historical inequalities and resource constraints. In addition, the theoretical framework of the study is Universal Design for Learning (UDL), which will help analyse and understand how educators dealt with learners' varied learning styles. UDL provides a strong foundation for studying how educators design and implement lessons that respect learners' individual differences. Because learners’ interests and fundamental motivations vary greatly among socioeconomic groups, this is an especially relevant consideration when working with the learners. The findings reveal that educators employ various strategies such as differentiated instruction, formative assessments, and collaborative learning to foster an inclusive environment. However, significant challenges persist, including insufficient resources, varying levels of language proficiency among learners, and large class sizes. The study highlights the importance of continuous professional development and collaboration among educators to enhance inclusive practices effectively. The implications of this research suggest that for inclusive education to be successfully implemented within Full-Service schools, there must be concerted efforts from policymakers and educational leaders to provide adequate resources and support structures. This study contributes to the ongoing discourse on inclusive education in South Africa by offering insights into effective practices and identifying areas for improvement. Keywords: Inclusive education, learner diversity, differentiated instruction, professional development, Full-Service schools, South Africa.