Abstract
Proficiency in English narrative composition is essential for developing learners' creative and critical thinking abilities. Teachers frequently face challenges, including insufficient training in narrative techniques, language barriers, and curriculum limitations that prioritise examinations preparation over creative writing. This study employed semi-structured interviews with 15 teachers from three academic specialisations—English Language and Literature, English and Geography, and English and Sesotho—to explore the extent of teachers' knowledge regarding plot structure, character development, and stylistic techniques. Research findings reveal that only five teachers demonstrate high proficiency in these areas, while the majority show moderate to low understanding, particularly in teaching complex narrative structures and indirect characterisation. The research highlights the necessity for focused professional development and curriculum modifications to improve teachers' instructional skills in narrative writing, potentially leading to better student performance and engagement. These insights give direction for the formulation of teacher training and educational policies in Lesotho and comparable multilingual settings.
Published Version
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