Contextualization Strategies Used by Pre-service Teachers’ in Teaching English Grammar in Malawian Secondary Schools

Author:

Nanyinza Esther1ORCID,Ecloss Munsaka Ecloss x2ORCID

Affiliation:

1. Department of Education and Teaching Studies, University of Livingstonia, Malawi

2. Department of Educational Psychology, Sociology and Special education, University of Zambia

Abstract

The purpose of this study was to explore contextualization strategies used by pre-service teachers when teaching English grammar during their teaching practicum in secondary schools in Malawi. The study employed a qualitative single case study design. From the population of 130 University of Livingstonia pre-service teachers, 10 were purposefully sampled because they took English as their major or minor teaching subject. Data was collected through semi-structured interviews, classroom observations and document analysis of English textbooks, lesson plans and schemes of work. After collection, data was stored in a flash disk and was served in Google drive for safety in case of loss. Analysis of the data was done thematically after sorting it into categories. Ethical principles were considered to protect participants’ privacy. The criteria of trustworthiness i.e. credibility, transferability, dependability and confirmability were also ensured. Key findings show that pre-service teachers used a number of contextualization approaches such as authentic assessment, authentic materials, cooperative learning and integration of literature to teach grammar. The study recommends that teacher education institutions should effectively train pre-service teachers on how to use the strategies to teach English grammar so as to enhance meaningful learning among secondary school students.

Publisher

Gitoya Centre for Academic Research and Dissemination

Subject

Management of Technology and Innovation

Reference78 articles.

1. Abad, D. J. V. (2020). Designing a contextualized and culture-based reading material for indigenous learners. PalArch's Journal of Archaeology of Egypt/Egyptology, 17(1), 153-163.

2. Abdallah, S. A. A., & Gadallah, B. G. A. (2017). The Impact of Teaching English Literature on EFL Sudanese Secondary School Students.

3. Abramczyk, A., & Jurkowski, S. (2020). Cooperative learning as an evidence-based teaching strategy: What teachers know, believe, and how they use it. Journal of Education for Teaching, 46(3), 296-308.

4. Assiddiq, M., A. (2019). Authentic Materials in Reading Comprehension Classroom: Its Effectiveness to Indonesian EFL Students’ Achievement. International Journal for Educational and Vocational Studies, 1 (7), 707-712.

5. Biswas, A. N. U. P. A. M., & Anis, M. A. (2017). Teaching of grammar through short stories. Journal of Science and Technology, 7(1), 179-190.

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3