There is no other way out of teaching languages without integrating the four language skills amongst learners. Thus, teachers all over the world are sourcing for effective language skills integrative strategies. The present study aimed at identifying strategies in developing the four macro-communication skills (reading, writing, speaking, and listening) amongst learners of the senior primary phase (grade 6) in Kavango East region of Namibia. This descriptive qualitative research study adopted the instructional theory for skill development as proposed by Ramiszowski. The study employed a semi-structured interview guide and purposefully recruited (n = 10) Rumanyo first language teachers from the Kavango East region’s Rundu and Ndiyona circuits. Permission was obtained from the school to allow researchers to collect data. The data was thematically evaluated, and themes were extracted from the merged findings. Tables and graphs were used to show biographical information. Participants were promised that their participation in the study was optional and that their names would not be utilised or revealed. Instead, each participant would be allocated a pseudonym. Prior to collecting data, subjects were reviewed and given informed consent. The study’s findings reveal that teachers use storytelling to enhance the listening skill, they also use prepared and unprepared reading exercises to enhance learners’ reading skills, they also teach punctuation marks, types of sentences and word formation to develop the skill of writing in learners. Based on these findings, the study recommends that a further study should be conducted to deduce dependent and independent variables that contribute/hinder the integration of the four language skills in the language lessons and develop a framework that may be used by all language teachers in the world to simultaneously develop the four language skills of learners.
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