Abstract
This study explored the implementation of support intervention strategies by Grade 7 English teachers to address the literacy gaps of progressed learners in township schools in Johannesburg. The progression of learners based on age cohorts and the number of years in a phase, particularly in early grades, may be responsible for gaps in literacy among progressed learners and may also contribute to widening those gaps. Implementing the progression policy guidelines does not mean support. Thus, it does not give teachers practical and working strategies to remediate the literacy skills gap in progressed learners. However, research focused on how teachers implement inclusive intervention strategies and the criteria on which they are based is minimal. Without this, progressed learners may be deprived of the opportunity to learn literacy skills and competencies, thus leading to their total exclusion from many things. This prompted the question, “How do Grade 7 English teachers implement literacy-focused intervention strategies to address gaps in literacy among progressed learners?” A qualitative study framed within the interpretivist paradigm, with a case study design, was followed in six mainstream township primary schools to understand the phenomenon in question. Six Grade 7 English teachers with four to 16 years of experience, familiar with progression policy requirements and implementing intervention strategies in their lessons, were purposively selected. The semi-structured interviews, non-participant observation, and document analysis gathered evidence from six teachers. Evidence gathered was thematically interpreted through the lens of Vygotsky’s sociocultural learning theory to extract recommendations and limitations. The study’s findings established that teachers’ intervention strategies are largely based on teachers’ interpretation, and they follow a one-size-fits-all approach, often leading to their ineffectiveness. Again, the study established that pedagogically related challenges, such as limited time, materials, overcrowded classes, and a lack of sufficient training and curriculum support, set teachers up for failure. In addition, an intersectionality of socially related challenges, such as non-parental involvement and logistical problems, worsens teachers’ failures to implement intervention strategies. Additionally, unclear guidelines from the progression policy on the nature and criteria...