Teaching Strategies for Improving Creative Writing in English First Additional Language

Abstract

Research suggests that most South African learners are struggling to write effectively. Previous studies show misconceptions about teaching strategies for teaching creative writing skills. This paper sought to establish teachers' views about how they teach creative writing skills to English First Additional Language learners in grade 12. This research analysed process writing approach and genre-based approach in teaching creative writing skills. The study is grounded in an interpretive research paradigm within a qualitative approach. Purposive sampling technique was employed to select ten teachers from five schools in uMkhanyakude district in KwaZulu Natal Province in South Africa. Socio-cultural theory and genre-theory underpinned this study. Data were collected using semi-structured interviews, non-participatory classroom observations and document analysis. Thematic analysis was employed for data analysis. Findings revealed that teachers were poorly aligning their pedagogical practices to the Curriculum Assessment Policy Statement. Moreover, there were teacher misconceptions of teaching strategies. Teachers lacked Pedagogical Content Knowledge to effectively teach complex skills required for creative writing. The findings in this study also suggest that teachers are poorly trained in curriculum interpretation. Furthermore, many teachers were unable to effectively utilise teaching strategies that enhance creative writing skills and design engaging writing activities that stimulate learners imagination. It is therefore recommended that teachers are capacitated on effective pedagogies and various genres that will improve and broaden their learners writing skills. The Department of Basic Education would need to strengthen their support and regularly monitor and evaluate teachers regarding policy implementation to avoid policy misinterpretation.