Teachers’ Perspectives on the Use of Rhymes in Teaching English as a Second Language at Early Childhood Development Level in Gweru Rural District Primary Schools of Zimbabwe
The paper explored teachers perspectives on the use of rhymes in the teaching of English as a second language at ECD level in Gweru rural district primary schools. A mixed methods approach in the form of a descriptive survey was used in this study. Ten school heads and fifty (50) Early Childhood Dev...
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| Language: | English |
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Center for Research Implications and Practice (CRIP)
2023
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| Online Access: | https://cris.library.msu.ac.zw//handle/11408/5673 https://jriiejournal.com/wp-content/uploads/2022/04/JRIIE-6-2-010.pdf |
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| _version_ | 1779905656529092608 |
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| author | Emely Muguwe Nomatter Manzunzu Angela Mutonganavo |
| author2 | Department of Educational Foundations, Primary Education & Pedagogy Midlands State University, Zimbabwe |
| author_facet | Department of Educational Foundations, Primary Education & Pedagogy Midlands State University, Zimbabwe Emely Muguwe Nomatter Manzunzu Angela Mutonganavo |
| author_sort | Emely Muguwe |
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| description | The paper explored teachers perspectives on the use of rhymes in the teaching of English as a second language at ECD level in Gweru rural district primary schools. A mixed methods approach in the form of a descriptive survey was used in this study. Ten school heads and fifty (50) Early Childhood Development teachers were purposively selected. These responded to interviews and questionnaires respectively. The findings revealed that when teaching English, teachers concentrated more on teaching language structures more than allowing learners to learn through action rhymes. While participants agreed that learners benefit tremendously from reciting action rhymes which in turn promote logical thinking it was also noted that teachers tended to use the same rhymes over and over again without really concentrating on form and structure. This has been attributed to lack of resources such as books and technological equipment. Participants felt that not much was being during training on the use of rhymes in teaching English as a second language. Teachers lacked skills on use of rhymes and of producing original rhymes. The implications are that teachers need training on the use of rhymes in teaching English as second language. The recommendations are that rhymes should underpin the teaching of English as a second language in order to stimulate learner’s abilities through action. Teachers should keep abreast with new and meaningful rhymes. |
| format | research article |
| id | ir-11408-5673 |
| institution | My University |
| language | English |
| publishDate | 2023 |
| publisher | Center for Research Implications and Practice (CRIP) |
| record_format | dspace |
| spelling | ir-11408-56732023-05-30T08:30:56Z Teachers’ Perspectives on the Use of Rhymes in Teaching English as a Second Language at Early Childhood Development Level in Gweru Rural District Primary Schools of Zimbabwe Emely Muguwe Nomatter Manzunzu Angela Mutonganavo Department of Educational Foundations, Primary Education & Pedagogy Midlands State University, Zimbabwe Department of Educational Foundations, Primary Education & Pedagogy Midlands State University, Zimbabwe Department of Educational Foundations, Primary Education & Pedagogy Midlands State University, Zimbabwe Early Childhood Development English Language Skills Perspectives Rhymes The paper explored teachers perspectives on the use of rhymes in the teaching of English as a second language at ECD level in Gweru rural district primary schools. A mixed methods approach in the form of a descriptive survey was used in this study. Ten school heads and fifty (50) Early Childhood Development teachers were purposively selected. These responded to interviews and questionnaires respectively. The findings revealed that when teaching English, teachers concentrated more on teaching language structures more than allowing learners to learn through action rhymes. While participants agreed that learners benefit tremendously from reciting action rhymes which in turn promote logical thinking it was also noted that teachers tended to use the same rhymes over and over again without really concentrating on form and structure. This has been attributed to lack of resources such as books and technological equipment. Participants felt that not much was being during training on the use of rhymes in teaching English as a second language. Teachers lacked skills on use of rhymes and of producing original rhymes. The implications are that teachers need training on the use of rhymes in teaching English as second language. The recommendations are that rhymes should underpin the teaching of English as a second language in order to stimulate learner’s abilities through action. Teachers should keep abreast with new and meaningful rhymes. 6 2 79 87 2023-05-30T08:30:56Z 2023-05-30T08:30:56Z 2022-04-29 research article https://cris.library.msu.ac.zw//handle/11408/5673 https://jriiejournal.com/wp-content/uploads/2022/04/JRIIE-6-2-010.pdf en Journal of Research Innovation and Implications in Education 2520-7504 open Center for Research Implications and Practice (CRIP) |
| spellingShingle | Early Childhood Development English Language Skills Perspectives Rhymes Emely Muguwe Nomatter Manzunzu Angela Mutonganavo Teachers’ Perspectives on the Use of Rhymes in Teaching English as a Second Language at Early Childhood Development Level in Gweru Rural District Primary Schools of Zimbabwe |
| title | Teachers’ Perspectives on the Use of Rhymes in Teaching English as a Second Language at Early Childhood Development Level in Gweru Rural District Primary Schools of Zimbabwe |
| title_full | Teachers’ Perspectives on the Use of Rhymes in Teaching English as a Second Language at Early Childhood Development Level in Gweru Rural District Primary Schools of Zimbabwe |
| title_fullStr | Teachers’ Perspectives on the Use of Rhymes in Teaching English as a Second Language at Early Childhood Development Level in Gweru Rural District Primary Schools of Zimbabwe |
| title_full_unstemmed | Teachers’ Perspectives on the Use of Rhymes in Teaching English as a Second Language at Early Childhood Development Level in Gweru Rural District Primary Schools of Zimbabwe |
| title_short | Teachers’ Perspectives on the Use of Rhymes in Teaching English as a Second Language at Early Childhood Development Level in Gweru Rural District Primary Schools of Zimbabwe |
| title_sort | teachers’ perspectives on the use of rhymes in teaching english as a second language at early childhood development level in gweru rural district primary schools of zimbabwe |
| topic | Early Childhood Development English Language Skills Perspectives Rhymes |
| url | https://cris.library.msu.ac.zw//handle/11408/5673 https://jriiejournal.com/wp-content/uploads/2022/04/JRIIE-6-2-010.pdf |
| work_keys_str_mv | AT emelymuguwe teachersperspectivesontheuseofrhymesinteachingenglishasasecondlanguageatearlychildhooddevelopmentlevelingwerururaldistrictprimaryschoolsofzimbabwe AT nomattermanzunzu teachersperspectivesontheuseofrhymesinteachingenglishasasecondlanguageatearlychildhooddevelopmentlevelingwerururaldistrictprimaryschoolsofzimbabwe AT angelamutonganavo teachersperspectivesontheuseofrhymesinteachingenglishasasecondlanguageatearlychildhooddevelopmentlevelingwerururaldistrictprimaryschoolsofzimbabwe |