The Challenges faced by Teachers and Learners in Implementing Process Writing Approach in a Sesotho Grade 4 Classroom

Writing is one of the skills that play a crucial role in language teaching and learning because it encourages learners to think creatively. To enhance learners’ writing skills, the National Curriculum Statement recommends the implementation of the Process Writing Approach (PWA). Although the approach is highly recommended, the implementation remains a challenge in schools. This paper was guided by Constructivism Theory, and its main aim is to explore the challenges faced by Grade 4 Sesotho teachers and learners in implementing the process writing approach. Additionally, the paper suggests possible strategies that teachers can employ for the successful implementation of the approach to boost learners’ writing skills. Data for this paper were collected from journal articles and were analysed using deductive analysis. The findings revealed that the use of traditional pedagogies, limited time, delayed and unconstructive feedback, teachers’ perception of the approach, large classes, lack of understanding of the PWA and learners’ learning styles pose a serious challenge in the teaching of writing. The paper suggests improved teacher support, provision of constructive and timely feedback, deployment of traditional teaching pedagogies, raising learners’ awareness about the significance of the approach, ensuring learners’ understanding of the fundamentals of language, and consideration of learners’ learning styles and needs as possible strategies that teachers can employ to effectively implement process writing approach. The paper concludes that teachers should be empowered through workshops to enhance their teaching competencies. This study will help teachers of languages with the strategies on how to implement the Process Writing Approach to enhance the writing skills of learners and will serve as a guide for subject advisors on how to conduct in-service training for teachers. Keywords: Writing Skills, National Curriculum Statement, Process Writing Approach, Constructivism Theory, Sesotho Teaching