Possibilities and challenges of teaching reading in a multi-grade classroom

Abstract

In South Africa instruction frequently occurs in multi-grade settings where, due to lack of teachers and space, two to three teachers teach six classes. Many teachers lack the knowledge and skills to manage multi-grade classes effectively as they have been trained for single-grade teaching. A qualitative research design was chosen for this study because the methodology best allowed the collection of data to answer the research question, namely What are possibilities and challenges of teaching reading in a multi-grade classroom? A case study was used for this study. Yin (2003: 1) states that "case studies are the preferred strategy when 'how or 'why' questions are being posed, when the investigator has little control over events, and when the focus is on a contemporary phenomenon within some real life context". This descriptive and interpretive study took place within a bounded context; it focused on possibilities and challenges of teaching reading in a multi-grade classroom? Based on the findings of the study, this paper argues that multi-grade strategies and techniques received from observation and interviews have positive impact upon the teaching and learning practices of the school. However, government has to play a key role in sustaining the implementation and impact of multi-grade course strategies and techniques.