Teachers' beliefs about the implementation of communicative language teaching at primary school level in Zimbabwe

dc.contributor.authorNyamayedenga, Mildred Shingirirai
dc.contributor.authorDe Jager, Lizette J.
dc.date.accessioned2020-10-01T06:14:49Z
dc.date.available2020-10-01T06:14:49Z
dc.date.issued2020
dc.description.abstractCommunicative language teaching (CLT) is considered as a teaching approach that assists learners to achieve communicative competence. However, it seems as though a major gap exists regarding how teachers’ beliefs affect the implementation of CLT in primary school. In the study reported on here, we examined how primary school teachers’ beliefs affect the way in which CLT is implemented in Zimbabwe using a case study of five purposively selected teachers. The analysis aimed to explore what the teachers believed about CLT and how their beliefs were reflected in their classroom practices. The study adopted an inductive thematic analysis that permitted an understanding of how teacher beliefs affected classroom practice through teacher–learner and learner–learner interactions. Data from classroom observations, interviews, documents and field notes were analysed to reveal the phenomenon under study. A major finding of this study reveals that teachers hold beliefs that are not in support of the use of CLT. These beliefs are pedagogical and methodological, and both influence the way in which CLT is implemented. Teachers had their own ideas about CLT and the activities that should be used when implementing it. The teachers’ beliefs were established through observing how teachers implemented CLT and through the knowledge that they had about the approach. In view of the foregoing major finding, it is recommended that teacher training colleges should not emphasise traditional methods of teaching but rather focus more on CLT as a teaching approach.en_ZA
dc.description.departmentHumanities Educationen_ZA
dc.description.librarianhj2020en_ZA
dc.description.urihttp://perlinguam.journals.ac.zaen_ZA
dc.identifier.citationNyamayedenga, M.S. & De Jager, L. 2020, 'Teachers' beliefs about the implementation of communicative language teaching at primary school level in Zimbabwe', Per Linguam, vol. 36, no. 1, pp. 59-70.en_ZA
dc.identifier.issn2224-0012 (online)
dc.identifier.issn0259-2312 (print)
dc.identifier.other10.5785/36-1-888
dc.identifier.urihttp://hdl.handle.net/2263/76283
dc.language.isoenen_ZA
dc.publisherUniversity of Stellenbosch, Education Faculty, Department of Curriculum Studiesen_ZA
dc.rights© 2020 Per Linguam. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.en_ZA
dc.subjectCommunicative language teaching (CLT)en_ZA
dc.subjectCommunicative competenceen_ZA
dc.subjectClassroom practiceen_ZA
dc.subjectEnglish as a second language (ESL)en_ZA
dc.subjectTeachers’ beliefsen_ZA
dc.titleTeachers' beliefs about the implementation of communicative language teaching at primary school level in Zimbabween_ZA
dc.typeArticleen_ZA

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