Abstract
Due to the COVID-19 pandemic, schools across South Africa were forced to turn to online
education. As with other subjects, Afrikaans First Additional Language (AFAL) teachers had
to find ways to continue teaching their learners online under COVID-19 restrictions. For many,
this was a daunting task and unfamiliar territory. This research explores how AFAL teachers
from two public schools in Gauteng experienced online teaching during COVID-19. For this
research, seven participants were selected through purposive sampling to participate in either
semi-structured individual interviews or a focus group. Additional data was gathered from
various documents from the two schools. Analysis of the data demonstrated that online
communication created several barriers while teaching. In addition, learners’ poor work ethic
had a ripple effect and work provided online had to be re-taught once learners returned to
school. Although teaching AFAL online is not necessarily the recommended approach, there
are certain advantages to incorporating online platforms in a classroom setting. Despite
various challenges, teachers continued to provide learners with work while trying to make an
abnormal situation as normal as possible.