English as a language of learning and teaching : perspectives of secondary school teachers in the Masvingo District (Zimbabwe)
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Authors
Marungudzi, Thadeus
Issue Date
2009-08
Type
Dissertation
Language
en
Keywords
Perspectives , Language planning , Language policy , Mother tongue , Additional language , Secondary school
Alternative Title
Abstract
This study analyses the perspectives of teachers on English as a language of learning and teaching in the context of government recommendations that Shona and Ndebele be used alongside English as languages of learning and teaching in Zimbabwean secondary schools. Through a questionnaire survey, open interviews and classroom observation, it was found that the teachers regard English as a language of learning and teaching in a positive way though they are aware of the difficulties associated with its use. There was a high consensus on the desirability of English among teachers as informants with various attributes obtained attitude, pedagogical beliefs and perceived difficulties scores that were, in the main, not statistically significant. It also emerged that government recommendations for the use of endoglossic languages as languages of learning and teaching (LoLT) have not been complemented by concrete measures and that the subsequent efforts to change the language-in-education policy have so far seemed insincere.
Description
Citation
Marungudzi, Thadeus (2009) English as a language of learning and teaching : perspectives of secondary school teachers in the Masvingo District (Zimbabwe), University of South Africa, Pretoria, <http://hdl.handle.net/10500/3061>