國立虎尾科技大學 |

Implementing integrated literacy approaches in an English classroom in Malawi.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Implementing integrated literacy approaches in an English classroom in Malawi./
作者:	Mmela, Edith.
面頁冊數:	1 online resource (137 pages)
附註:	Source: Dissertations Abstracts International, Volume: 68-06, Section: A.
Contained By:	Dissertations Abstracts International68-06A.
標題:	Language arts. -
電子資源:	click for full text (PQDT)
ISBN:	9780542859304

Implementing integrated literacy approaches in an English classroom in Malawi.
Mmela, Edith.

Implementing integrated literacy approaches in an English classroom in Malawi. - 1 online resource (137 pages)

Source: Dissertations Abstracts International, Volume: 68-06, Section: A.

Thesis (Ph.D.)--Virginia Polytechnic Institute and State University, 2006.

Includes bibliographical references

The purpose of the study was to discover how teachers learn to teach. This was done through the process of answering the question "How does a teacher acting as a co-researcher come to understand the learner-centered integrated literacy approaches in an English classroom in Malawi?" The learner-centered integrated literacy approaches is a concept derived from a constructivist philosophy of teaching. English is an important language in Malawi because it is the official language (Kayambazinthu, 1998). For that reason children are motivated to learn it as a second language. However, their achievement in English is critically low (Banda, Mchikoma, Chimombo, & Milner, 2001; Kishindo, Susuwere, Ndalama & Mwale, 2005; Williams, 1993). According to Ministry of Education and UNICEF (1998) and Williams (1993) teachers' complete reliance on traditional teacher-centered approaches was believed to be one of the major causes of school children's failure to acquire English as a second language for their literacy development in Malawi. The assumption was that improving teacher practice by introducing constructivists-based, learner-centered, integrated literacy approaches, which are believed to be more effective for second language learning, than the former, would illuminate how teachers learn and ultimately improve teacher education practices and consequently teacher English teaching in the classroom. Data were collected from pre- and post-study interviews, a series of audio taped lesson planning and lesson reflections, lesson observation summaries, and a researcher's journal. Data analysis and interpretation suggested that teacher learning is a gradual developmental process that depended very much on other interlaced processes of collaboration, inquiry, and reflective practice. It also demonstrated that the learner-centered integrated literacy approaches of the constructivism-based philosophy, which are also included in the Malawi curriculum but implementation is still a challenge in the primary classes, are possible. The results and process of the study could be used to improve teacher learning in Malawi. Finally, the study experience has illuminated the need for more exploration in the new areas of growth in English literacy.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9780542859304Subjects--Topical Terms:

556677
Language arts.
Subjects--Index Terms:

English as a second languageIndex Terms--Genre/Form:

554714
Electronic books.

Implementing integrated literacy approaches in an English classroom in Malawi.
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