Analyzing the nature of class interactions in grade five english language teaching in selected primary schools in Lusaka district of Zambia.
| dc.contributor.author | Malama, Mwamba | |
| dc.date.accessioned | 2024-10-31T08:15:37Z | |
| dc.date.available | 2024-10-31T08:15:37Z | |
| dc.date.issued | 2024 | |
| dc.description | Thesis of Master of Education in Literacy, Languages and Applied Linguistics. | |
| dc.description.abstract | The study sought to analyze the nature of class interactions in Grade Five English language teaching in selected primary schools in Lusaka District of Zambia. The study was guided by the following research objectives: to determine the nature of class interactions in Grade Five classrooms, to establish the views of teachers on the importance of class interactions and lastly, to investigate the interaction challenges faced by Grade Five teachers of English language in Lusaka District. The study was informed by the social constructivism research paradigm and used a qualitative approach. A descriptive research design was utilized to gather data for the research. The total sampled population of 20 participants was purposively selected using criterion sampling technique. These included Five Head teachers, Five Senior teachers and Ten class teachers who taught Grade Five learners. Data was collected using an interview guide, classroom observations and document analysis. Research findings revealed that the nature of class interactions was partially conducive in some classes but not all. Some learners were able to communicate, answer teacher’s questions despite some limitations in language proficiency. Majority of teachers tried to code-switch the languages used in class in order to create interaction opportunities for learners who were unable to express themselves fully and freely in English. Research findings also revealed that, class interactions were important and that teachers employed interactive techniques like group work, whole class discussion and individual work to promote interactions. Findings further revealed that, majority of teachers faced challenges when employing interactive activities in class. The challenges included language barrier, over enrolment, lack of teaching and learning materials, overcrowded classes among others. The study recommended that, the Ministry of Education through the policy should consider the use both English and the familiar local language (code switch) to cater for those learners who find it difficult to interact because they cannot speak English in Grade Five classes. District Officials, Head teachers and Teachers must consistently conduct Continuous Professional Development meetings to stay updated on new teaching methods, techniques, best language practices and approaches to foster collaborative, engaging and interactive lessons through problem solving. | |
| dc.identifier.uri | https://dspace.unza.zm/handle/123456789/8914 | |
| dc.language.iso | en | |
| dc.publisher | The University of Zambia | |
| dc.title | Analyzing the nature of class interactions in grade five english language teaching in selected primary schools in Lusaka district of Zambia. | |
| dc.type | Thesis |