Language Teaching in Content Subjects: Post Initial Teacher Education Narratives of South African Beginner Teachers

ABSTRACT This study examined how beginner teachers integrate language teaching into content subjects after their initial teacher education (ITE). Grounded in a blend of pedagogical theories, sociocultural perspectives, and reflective practice frameworks, it examined the experiences of 10 participants from a previous 2021 study when they were pre‐service teachers. Using stimulated recall interviews based on lesson plans and inductive thematic analysis, the findings highlighted challenges stemming from the monolingual orientation of the English Across the Curriculum (EAC) strategy and the influence of experienced teachers as obstacles. The research emphasizes the importance of contextual sensitivity in implementing the EAC strategy and advocates incorporating reflective practice into ITE curricula. Engaging in reflective practice allows beginner educators to improve their teaching effectiveness and refine their pedagogical approaches. The study also recommends that ITE programs offer opportunities for aspiring teachers to participate in reflective activities, such as journaling, peer observation, and collaborative discussions. These practices help pre‐service teachers deepen their understanding of language teaching principles and develop essential skills for effective classroom instruction.