Development of a Framework for Teaching L2 English as a Situated Practice in Malawi

Abstract

In response to the demands of 21 st century teacher preparation practices, this developmental study was instigated by the need to employ appropriate strategies in the teaching of English as second language (L2) in Malawi. Using situated cognition theoretical construct as a basis, a framework for teaching L2 English as a situated practice was created. The development process was guided by views and practices of English methodology faculty members in Malawi"s five secondary school teacher training institutions. The study was conducted in three phases, (i) analysis, where eight English methodology faculty members from Malawi"s five institutions of higher learning were interviewed on the strategies they use to train pre-service secondary school teachers of English, (ii) development, where the framework was created based on results from the analysis phase, and (iii) evaluation and revision where the framework was reviewed and validated by a situated cognition expert and three of the faculty members interviewed in Malawi before it was revised.iii

Theory into Practice: Exploring Pre-Service Teachers’ Application of Elaboration Strategies to Teach English Grammar

“…Findings another study by Altinyelken and Hoeksma (2021), on use of active teaching and learning strategies to improve learning outcomes in secondary schools in Malawi reveal that participants viewed use of active learning strategies positively and as beneficial to students. Other studies in Malawi involving active teaching strategies include those by Harushimana and Hara (2022); Sanga (2011). These studies on active strategies used by teachers have mainly focused on how they are used by in-service teachers.…”

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

“…In spite of all these studies cited, very few have attempted to focus on how pre-service teachers use contextualization strategies in teaching English grammar. Other studies in Malawi have focused on the in-service teachers approaches of teaching (see Kapito, 2021;Kishindo-Mafuta, 2022;Harushimana, & Hara, 2022;Mmela, 2006;Sanga, 2011). This study aimed to explore the contextualization strategies that pre-service teachers used when teaching English grammar to Form 3 (10 th grade) learners during their teaching practice.…”