How do teachers understand and apply the text based integrated approach in secondary school classrooms?.
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Date
2020-02
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. 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
Description
Article
Keywords
Text based integrated approach , Syllabus , Communicative competence , English , Zambia , Teachers , Understanding , application