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...
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| Format: | Article |
| Language: | English |
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Adonis & Abbey Publishers
2022
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| Online Access: | http://hdl.handle.net/11408/5134 |
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| author | Nyoni, Erick |
| author_facet | Nyoni, Erick |
| author_sort | Nyoni, Erick |
| collection | DSpace |
| description | 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. |
| format | Article |
| id | ir-11408-5134 |
| institution | My University |
| language | English |
| publishDate | 2022 |
| publisher | Adonis & Abbey Publishers |
| record_format | dspace |
| spelling | ir-11408-51342022-08-17T07:28:36Z 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 Nyoni, Erick Syllabus interpretation Instructional design Cognitive Academic Language Proficiency (CALP) Second language Teachers responsiveness 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. 2022-08-17T07:28:36Z 2022-08-17T07:28:36Z 2021-04-01 Article 2633-2922 2633-2930 DOI: https://doi.org/10.31920/2633-2930/2021/v2n1a7 http://hdl.handle.net/11408/5134 en Journal of African Education;Vol.2, No 1;Pages 149 - 177 open Adonis & Abbey Publishers |
| spellingShingle | Syllabus interpretation Instructional design Cognitive Academic Language Proficiency (CALP) Second language Teachers responsiveness Nyoni, Erick 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 |
| title | 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 |
| title_full | 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 |
| title_fullStr | 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 |
| title_full_unstemmed | 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 |
| title_short | 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 |
| title_sort | 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 |
| topic | Syllabus interpretation Instructional design Cognitive Academic Language Proficiency (CALP) Second language Teachers responsiveness |
| url | http://hdl.handle.net/11408/5134 |
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