This study critically explores the teaching strategies employed by Grade 4 teachers to enhance learners' reading skills in English as a Language of Learning and Teaching (LoLT) within the Buffalo City Metro Education District. Grounded in a qualitative research approach, the study adopted an interpretive paradigm and a case study design. Purposive sampling was used to select four Grade 4 English teachers from 12 circuits in the district for this paper. Data were collected through semi-structured interviews and analyzed thematically. The study highlights that teachers frequently rely on isiXhosa as a medium of instruction despite English being the official LoLT during the lessons. Additionally, gaps in reading instruction, inadequate teacher qualifications, overcrowded classrooms, and a lack of reading resources exacerbate the problem. These factors resulted in persistent reading challenges among Grade 4 learners, particularly those transitioning from mother-tongue instruction in Grade 3 to English as LoLT. Many learners struggle with reading comprehension, while others lack basic reading proficiency. To address these challenges, the study recommends developing school-based reading policies, more substantial parental involvement, and the permanent employment of reading assistants. Furthermore, the Department of Education should ensure that teachers in the foundation and intermediate phases possess the necessary qualifications. Additional recommendations include hiring more qualified teachers, reducing class sizes, establishing school libraries, and enforcing English as the primary language of instruction in English lessons. This study improves reading instruction in English as LoLT by informing educational policy, enhancing teaching practices, and advancing theoretical and practical knowledge in language education.

Keywords: Grade 4 teachers, Reading strategies and skills, English as a Language of Learning and Teaching, Mother tongue, Reading comprehension, teacher qualifications.