Teaching of English academic writing proficiency to form two English second language secondary school learners in Zimbabwe

Abstract

Academic writing proficiency is essential for academic success; however, the development of writing skills is predicated on learners’ cognitive academic language proficiency (CALP). The development of academic writing proficiency is the most challenging among English second language (ESL) learners. This study investigated the teaching of English academic writing proficiency to Form Two learners in secondary schools in Zimbabwe. Data were collected through a literature review as well as a qualitative investigation. The study was underpinned by Cummins’ second language learning theories and Vygotsky socio-cultural theory. Literature also provided a historical context for the development of language in education policy in Zimbabwe since colonial times to the present. Using an ethnographic design two private secondary schools were purposefully selected to participate in this study. The sample comprised two ESL Form Two teachers, two heads of departments and the two school principals. Data were collected in three phases using the following research instruments: document analysis, classroom observation and individual interviews with the ESL teachers, Heads of Department and school principals. Data were analysed using thematic analysis. The findings revealed that Form Two teachers taught academic writing proficiency using the process model, which engaged learners actively in their own learning. Learners’ writing could be improved through dividing essay writing into various components and encouraging group work and discussion prior to writing. Thorough planning, drafting and peer reviewing enhanced learners’ academic writing proficiency. Despite the success of the approach used, ESL teachers experienced challenges in teaching academic writing, which included a shortage of text books prescribed by the Cambridge Examination Board and lack of support for the teaching of indigenous languages. The study demonstrated the value attributed to English for economic and social mobility by the two schools and the learners’ parents. It was concluded that language proficiency is socially constructed by the teacher, supportive home environments and learners’ motivation to learn the language. Based on these findings it is recommended that private schools implement home language instruction on an equal basis with the teaching of English and introduce learners to a variety of writing genres to improve their academic writing proficiency.