**1. Introduction**

The use of English as a language of business and communication in many countries has dramatically increased the importance of English in the world. This trend has also popularised the teaching of English in non-English speaking countries. Due to the increased demand for instruction in English, 80% of the English teachers in the world are non-English speakers [1]. Studies have shown that the teaching of English to non-English speakers is a complex task for student teachers [2, 3]. This is because the learning or acquisition of English as a second language, is characterised by a number of factors, such as the environment in which it is learnt, the teaching methods employed, and the resources available to enhance its teaching and learning [4–6] assert that as traditional teaching methods are used in the teaching of English First Additional Language (EFAL), communicative skills are not being adequately developed in the classroom. For instance, the teachercentred lecture method, which is commonly used by many township teachers, does not offer learners the opportunity to use the EFAL. Therefore, [7] believe that student teachers need to have effective interactive teaching strategies in order for learners to acquire the target language.

The purpose of this study was to determine the extent to which University of South Africa (UNISA) student teachers used the interactive teaching strategies in the teaching of EFAL in the Intermediate Phase (Grades 4 to 6), as well as to highlight the extent to which university support was offered to these student teachers. The study sought to answer the following questions:


Teaching strategies refer to a broad plan of action, which includes the selection of teaching activities with the purpose of achieving a specific outcome [8]. Van Wyk [8] indicates that teaching strategies include methods, procedures, activities and techniques that may assist the teacher in promoting learners' ability to understand the learning content. Therefore, teaching strategies are methods and activities that student teachers use to engage learners in the acquisition and development of English as a first additional language. Ko et al. [9] state that an interactive teaching strategy is instruction that enables the achievement of a specific goal through an active participation of learners in the learning and teaching process. This implies that in the use of an interactive teaching strategy, the student teacher becomes a facilitator who encourages learners to actively participate in the teaching and learning process. Since English is not their home language, learners should be encouraged to use it freely. The [10] stresses that when using interactive teaching strategies, language learning should be a natural process with learners being exposed to the target language and being given opportunities to practise or produce the language by communicating for social or practical purposes.

Interactive teaching strategies differ from teacher to teacher, the subject matter engaged with and the learning context. A study by [11] found that primary school English student teachers in the United Kingdom used pictorial resources, prompts, pair work, visual aids, gestures and target words as interactive teaching strategies. In addition, the student teachers provided learners with increased opportunities to work with others to improve proficiency in the target language [11, 12] show that the student teachers' responses suggested that these interactive teaching strategies develop learners' basic speaking-and-listening skills and reading-and-viewing skills, which may enable the learners to write correct spelling. Mansour et al. [13] found that in Khartoum, Sudan, interactive teaching such as group discussion, brainstorming, case studies and role-play minimised learners' fear and anxiety in the learning of the target language. In addition, interactive teaching strategies help collaboration in learning, reflect on learners' use of language in discussions, discourage memorising of facts, improve behaviour, increase the attention span and enable learners to express feelings [14–18] found that interactive teaching strategies may provide for diverse learning opportunities, since learners are motivated to play an active role in the teaching and learning process.

Harvey and Prinsloo [19] believe that in the South African context, student teachers' use of interactive teaching strategies in EFAL can only be learned through

#### *Strategies Used by UNISA Student Teachers in Teaching English First Additional Language DOI: http://dx.doi.org/10.5772/intechopen.99662*

teacher training. However, the physical and psychological distance characterised in an open distance learning (ODL) environment, may be frustrating for both student teachers and lecturers. Walters-Archie [20] affirms that students in distance learning, experience a sense of loneliness, isolation and disconnectedness. Hence, the provision of academic support is essential for student teachers in an attempt to bridge the gap between the lecturer and the student. Walters-Archie [20] states that the support provided to ODL student teachers should enable them to have a sense of belonging and connection to the institution and its programmes. Van Wyk [21] argues that a student who is fully motivated may overcome barriers of situation and time and find ways of developing appropriate skills in order to be able to deal with the stress of study with very little extra external support. However, student teachers' subject knowledge and teaching skills flourish when they are supported or provided with academic language skills and subject-matter concepts [22]. To achieve didactic excellence, [23] recommend that the academic programmes include teaching practice experiences as this helps student teachers experience what it means to be a teacher under the guidance and mentorship of schoolteachers and university lecturers.

The teaching of EFAL in South African schools is complex and as such, interactive teaching strategies may be difficult to apply in many of the schools. For instance, many schools for African learners are characterised by overcrowding, lack of resources and facilities, shortage of teachers and poor parental involvement in school matters [24, 25]. Learners from historically disadvantaged areas tend to come from poor and diverse socio-cultural backgrounds [25]. In addition, many African teachers obtained their teaching qualification during the apartheid era, when education and training provision for Africans was inferior and resulted in poorly trained teachers [26]. Although a democratic government was elected in 1994, problems, which had plagued South Africa prior to democracy, are still experienced in many African schools [27]. This implies that the teaching and learning taking place in historically disadvantaged areas is inadequate and below expected standards due to lack of resources, shortage of teachers and ill-discipline among learners [28]. As a result, it may be that challenges experienced in schools have a negative impact on the teaching practice of EFAL student teachers.

This study was conducted in township schools in the Ekurhuleni North district, in the Gauteng province of South Africa. In these schools, home language is the language of learning and teaching (LoLT) from Grades R to 3 (Foundation Phase) and EFAL becomes the LoLT for Grades 4 to 7 (Intermediate and Senior Phases). Nemati and Taghizadeh [29] believe that a good knowledge of the home language is important for the acquisition of second language, since the learners use the skills and rules of the first language to learn the second language.

In South Africa, there is no use of interactive teaching strategies among African teachers due to poor teacher training [30]. The researchers, having realised the need for the advancement of the knowledge gap pertaining the interactive teaching strategies, were thus prompted to investigate how UNISA student teachers teach EFAL and to highlight the support provided by their lecturers during their teaching practice.
