Language and Social sciences Education

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Browsing Language and Social sciences Education by Subject "application"

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    How do teachers understand and apply the text based integrated approach in secondary school classrooms?.
    (Journal of Lexicography and Terminology, 2020-02) Mumba, Cyprian; Mwanza, David Sani
    English language is a compulsory subject in Zambia from grades five to grade twelve. Therefore, it is vital that learners are equipped with the necessary skills to improve their communicative competence. The purpose of this study was to establish teachers’ understanding and application of the Text-based Integrated Approach in the teaching of English language to Grade Eleven pupils in selected secondary schools of Luanshya District in Zambia. The study employed a mixed method design which incorporates both qualitative and quantitative research designs. Interview guide, lesson observation guide and the questionnaire were the data collection instruments used in the study. A sample of 54 respondents comprising 45 teachers of English language and nine Heads of Language Departments participated in the study. The data were analyzed quantitatively and qualitatively and were merged into common themes according to the research objectives. The findings showed that despite teachers affirming that they understood and applied the Text-based Integrated Approach in their teaching during face to face interviews, quantitative findings revealed that only 59% of the participants understood the approach, 28% held misconceptions about the approach and 13% bluntly stated that they did not have a slight idea about the method. Further, through the teachers’ responses in the questionnaire and the interviews, teachers had limited knowledge about what approaches the syllabus recommended for the teaching of English language at senior secondary school level. Classroom lesson observations data showed that teachers were not implementing the Text-based Integrated Approach as stipulated in the syllabus. In view of the findings, it is recommended that the Ministry of General Education should organize formal and comprehensive in-service training for teachers on how to apply the Text-based Integrated Approach
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    Teachers’ preparedness and attitudes towards the text based integrated approach in ESL teaching in Zambia.
    (Journal of Lexicography and Terminology, 2019-12) Mumba, Cyprian; Mwanza, David Sani
    English language is a compulsory subject in Zambia from Grades Five to Grade Twelve. The English language syllabus recommends the Communicative language teaching method and the Text Based Integrated Approach. Therefore, it is vital that learners are equipped with the necessary skills to improve their communicative competence. At the centre of this syllabus recommendation is teacher training and teacher attitudes towards the recommended methods of teaching English. Thus, this study sought to establish (i) whether teachers were adequately trained to use the Text-based Integrated Approach; and (ii) teachers’ attitudes towards the Textbased Integrated Approach. Interview guide and the questionnaire were the data collection instruments used in the study. A sample of 54 respondents comprising 45 qualified teachers of English language and nine Heads of Departments participated in the study. The data were analyzed quantitatively and qualitatively and were merged into common themes according to the research objectives. The findings revealed that some teachers were adequately trained as lecturers from various learning institutions prepared them well in the use of TBIA. However, other teachers stated that they were inadequately prepared as lecturers merely mentioned the methods and did not go into details to elaborate how to apply the Textbased Integrated Approach. In addition, findings for the second objective showed that some teachers held positive attitudes towards the Text-based Integrated Approach, while others had negative attitudes. In view of the findings, it is recommended there should be close collaboration between the Ministry of General Education and higher learning institutions to ensure that teachers are adequately trained to apply the recommended methodologies such as the Text-based Integrated Approach.