Teachers’ experiences teaching English grammar in selected South African high schools: A narrative inquiry

This article presents the results of a narrative inquiry into teachers’ experiences teaching English grammar in selected South African high schools. Five teachers who participated in the study were selected through homogeneous purposive sampling. Reflective activities, semi-structured interviews, and focus group interviews were used to generate data. Socio-cultural theory underpinned the study, and data were analysed inductively through thematic data analysis and critical discourse analysis (CDA). Findings highlight teachers’ perceptions of grammar as unengaging, the influence of prior classroom experiences on teacher beliefs, and teachers' lack of English grammar knowledge in some rural and township South African high schools. It is in this context that the study recommends the incorporation of technologically based approaches for English grammar teaching to stir up learners' interest and motivation.