English FAL Teachers’ Perceptions of Subject Specialists’ Role in Vhembe East
Keywords:
English FAL, subject specialist, subject-specific support, teacher perceptionsAbstract
This study explored English First Additional Language (FAL) teachers’ perceptions of subject specialists in Vhembe East District, Limpopo Province, focusing on their role in enhancing instructional quality. Using sociocultural learning theory, a mixed-method approach was employed with questionnaires and semi-structured interviews involving 50 primary and secondary teachers. Quantitative findings revealed that while many teachers recognised the specialists’ supportive role and relevant advice, a significant number remained neutral or sceptical due to limited impactful experiences. The qualitative analysis highlighted teachers’ appreciation for professional development but stressed the need for frequent, meaningful interactions and context-specific support. The study concludes that subject specialists should prioritise high-quality, tailored professional development, engage regularly with teachers, and address their unique challenges. These insights offer practical guidance for stakeholders to implement strategies that improve instructional quality across the district.
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