Teachers’ application of the communicative methodology in the teaching of english grammar at selected multilingual primary schools in central province of Zambia.
Date
2025
Authors
Mutolwa, Gwen
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
In the present-day multilingual Zambian society, multilingual classes are unavoidable. All classes have learners with diverse linguistic backgrounds. In Zambia, the language of instruction from grade five to tertiary level is English language and the recommended methodology in the Zambia English syllabus for primary schools is the Communicative Language Teaching approach which stipulates the use of English to teach the target language. The study therefore is aimed at finding out how teachers apply the Communicative Language Teaching approach in the teaching of English grammar to grade six learners in multilingual primary schools. The study was guided by four objectives; 1. To establish teachers’ understanding of the communicative Language Teaching approach, 2. To analyse teachers’ classroom application of the communicative language teaching approach in English grammar lessons. 3.To analyse how teachers negotiate learners’ multilingual identities through language practice. 4. To identify challenges faced by teachers when teaching English grammar using the CLT in multilingual classrooms. The study was guided by two theories, that is the Expertise theory and the Translanguaging theory. The study adopted an interpretive paradigm, and a qualitative approach was used. The participants were 20 grade six teachers and 10 pupils from each class drawn from three districts in Central province namely Serenje, Mkushi and Kapiri Mposhi. Data was collected through interviews, lesson observations and Focus Group discussions. The study findings revealed that teachers had limited
understanding of Communicative Language Teaching approach because they failed to describe it. It was also found that most teachers were not able to apply most of the CLT principles when teaching English grammar. The study established that teachers used interpretation and translation, translanguaging, code switching, use of familiar language and use of language at the level of learners and homework to negotiate the different multilingual identities of through language practice in their classrooms. The study revealed some challenges the teachers faced when teaching English grammar using CLT in multilingual classes which included learners lack of English proficiency, teachers’ lack of proficiency in the familiar languages of the learners, high enrolment levels, lack of teaching and learning materials, low classroom participation by learners, and teachers’ judgement of
multilingualism as a problem. The study recommended that teachers should be deployed to areas where they are familiar with the language so that they can help meet the linguistic needs of the learners. Schools should intensify Continuous Professional Development programmes to enhance teachers’ pedagogical skills in the teaching of English grammar. Colleges and Universities should train teachers intensely in pedagogy and the Ministry of Education should ensure that schools have enough teaching and learning resources for effective application of CLT.
Key words: Multilingual, Grammar, Communicative Language Teaching approach, application
Description
Thesis of Doctor of Philosophy (Ph.D.) in Applied Linguistics.