Bridging the divide between ideal and actual communicative language teaching

Show simple item record Nyamayedenga, Mildred Shingirirai De Jager, Lizette J. Aluko, Folake Ruth 2019-05-20T09:24:56Z 2019-05-20T09:24:56Z 2018-08
dc.description.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. en_ZA
dc.description.department Distance Education en_ZA
dc.description.department Humanities Education en_ZA
dc.description.librarian am2019 en_ZA
dc.description.uri en_ZA
dc.identifier.citation Nyamayedenga, M.S., De Jager, L. & Aluko, F.R. 2018, 'Bridging the divide between ideal and actual communicative language teaching', Journal for Language Teaching, vol. 52, no. 1, pp. 106-126. en_ZA
dc.identifier.issn 0259-9570
dc.identifier.other 10.4314/jlt.v52i1.6
dc.language.iso en en_ZA
dc.publisher South African Association for Language Teaching en_ZA
dc.rights South African Association for Language Teaching (SAALT) en_ZA
dc.subject Accuracy en_ZA
dc.subject Activities en_ZA
dc.subject Audiolingual method en_ZA
dc.subject English second language (ESL) en_ZA
dc.subject Fluency en_ZA
dc.subject Grammar-translation method en_ZA
dc.subject Interaction en_ZA
dc.subject Methodological beliefs en_ZA
dc.subject Pedagogical beliefs en_ZA
dc.subject Communicative language teaching (CLT) en_ZA
dc.title Bridging the divide between ideal and actual communicative language teaching en_ZA
dc.type Article en_ZA

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