A Geography Teacher's Responsiveness to the Cognitive Academic Language Proficiency (CALP) Needs of Zimbabwean English Second Language (ESL) Learners in Syllabus Interpretation and Instructional Design
Using a document phenomenology framework, the study sought to establish a Geography teacher‘s responsiveness to the Cognitive Academic Language Proficiency (CALP) needs of Zimbabwean English Second language (ESL) learners in syllabus interpretation and instructional design. Two topics from the G...
Saved in:
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Adonis & Abbey Publishers
2022
|
| Subjects: | |
| Online Access: | http://hdl.handle.net/11408/5134 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | Using a document phenomenology framework, the study sought to
establish a Geography teacher‘s responsiveness to the Cognitive
Academic Language Proficiency (CALP) needs of Zimbabwean English
Second language (ESL) learners in syllabus interpretation and
instructional design. Two topics from the Geography Ordinary Level
Syllabus and the subsequent six weeks‘ instructional schemes of work for
24 lessons were analysed to establish the Geography teacher‘s
responsiveness to learner CALP needs. The study established that the
national Geography syllabus and schemes of work were not explicit
about how CALP should be developed which negatively affected
formulation of instructional objectives, selection of teaching activities,
and instructional media. The study recommends that teachers be retooled
through in-service training to a CALP oriented framework for relevant
discipline discourse patterns to be developed in learners. |
|---|