TPN3704
ASSIGNMENT 2 2026
UNIQUE NO.
DUE DATE: 2026
, Teaching Practice for Intermediate Phase IV - TPN3704
Question 1: Classroom Libraries (25 Marks)
(Based on: Setting up classroom libraries in rural areas: The case of Mogodumo Circuit
in Limpopo)
1.1 Three key challenges faced by rural teachers when setting up classroom
libraries (6 marks)
One major challenge faced by rural teachers in establishing classroom libraries is the
lack of adequate resources and funding. Schools in rural areas such as the
Mogodumo Circuit often operate with limited budgets, making it difficult to purchase
age-appropriate, levelled, and diverse reading materials. Many teachers rely on
outdated textbooks or donated books that are not aligned with the CAPS curriculum or
learners’ language proficiency levels (Mahlobo & Matjila, 2019).
A second challenge is limited infrastructure and physical space within classrooms.
Rural classrooms are often overcrowded, with high learner–teacher ratios, leaving little
room for shelves, reading corners, or safe storage of books. This lack of space makes it
difficult to organise books in an accessible and learner-friendly manner, which
negatively affects learners’ independent reading opportunities (Mahlobo & Matjila,
2019).
The third challenge relates to learners’ low reading culture and limited support at
home. Many learners in rural contexts come from homes where reading materials are
scarce and parents may have low literacy levels. As a result, learners may not value
reading for pleasure, which affects the effective use and sustainability of classroom
libraries (Department of Basic Education [DBE], 2011).
1.2 Contribution of classroom libraries to reading skills and learner motivation (8
marks)
ASSIGNMENT 2 2026
UNIQUE NO.
DUE DATE: 2026
, Teaching Practice for Intermediate Phase IV - TPN3704
Question 1: Classroom Libraries (25 Marks)
(Based on: Setting up classroom libraries in rural areas: The case of Mogodumo Circuit
in Limpopo)
1.1 Three key challenges faced by rural teachers when setting up classroom
libraries (6 marks)
One major challenge faced by rural teachers in establishing classroom libraries is the
lack of adequate resources and funding. Schools in rural areas such as the
Mogodumo Circuit often operate with limited budgets, making it difficult to purchase
age-appropriate, levelled, and diverse reading materials. Many teachers rely on
outdated textbooks or donated books that are not aligned with the CAPS curriculum or
learners’ language proficiency levels (Mahlobo & Matjila, 2019).
A second challenge is limited infrastructure and physical space within classrooms.
Rural classrooms are often overcrowded, with high learner–teacher ratios, leaving little
room for shelves, reading corners, or safe storage of books. This lack of space makes it
difficult to organise books in an accessible and learner-friendly manner, which
negatively affects learners’ independent reading opportunities (Mahlobo & Matjila,
2019).
The third challenge relates to learners’ low reading culture and limited support at
home. Many learners in rural contexts come from homes where reading materials are
scarce and parents may have low literacy levels. As a result, learners may not value
reading for pleasure, which affects the effective use and sustainability of classroom
libraries (Department of Basic Education [DBE], 2011).
1.2 Contribution of classroom libraries to reading skills and learner motivation (8
marks)
