Teachers’ preparedness and attitudes towards the text based integrated approach in ESL teaching in Zambia.
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Date
2019-12
Authors
Mumba, Cyprian
Mwanza, David Sani
Journal Title
Journal ISSN
Volume Title
Publisher
Journal of Lexicography and Terminology
Abstract
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.
Description
Article
Keywords
Text based integrated approach , Syllabus , Communicative competence , English , Zambia , Understanding , application