Abstract:
Communicative Language Teaching (CLT)
comes recommended as an ideal teaching
method in Zimbabwe because of its ability to
assist learners to become communicatively
competent. Most studies on CLT in Zimbabwe
focus on secondary schools, neglecting the
primary school where all learning begins. This
article describes the activities used by teachers
when implementing CLT and ascertains the
difference between the ideal and actual in CLT.
The study was framed within the interpretivist
paradigm, using a qualitative single case
study. A conceptual framework based on
Socio-cultural Theory (SCT), Experiential
Learning or Teaching Theory, Instructional
Communication, Communicative Competence
Theory and the Seven Areas of Policy
Development for Language-in-Education
Policy Implementation, was used. Vygotsky’s
SCT was used to guarantee interaction with the More Knowledgeable Others (teachers
or peers) and mediation tools (teaching
methods). Instructional Communication and
Communicative Competence were utilised to
explore language in the classroom. The Seven Areas of Policy Development for Languagein-
Education Policy Implementation and the
Experiential Learning or Teaching Theory
were used to ensure the use of CLT methods,
and whether teachers reflect to improve
on them. Non-participant observations,
semi-structured interviews and document
analysis were used to collect data, which
were analysed using inductive and thematic
analysis. Findings show that teachers still
use traditional methods of teaching and also
affirm that activities indicated in participants’
scheme-cum-plans were not implemented.
Findings suggest the theorisation of CLT only.
The study recommends teacher educators to
equip student teachers with adequate skills
to deal with CLT classes beginning in the
formative stages of the education system.
