{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/77244"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/77244","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Development of a Framework for Teaching L2 English as a Situated Practice in Malawi","abstract":"In response to the demands of 21st 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.","abstract_html":"In response to the demands of 21st 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.","abstract_has_math":false,"creators":["Sanga, Mapopa William"],"institution":"Virginia Tech","degree_name":"Ph. D.","degree_level":"doctoral","degree_discipline":"Curriculum and Instruction","degree_department":"Curriculum and Instruction","school":null,"contributors":[],"advisors":[],"committee_chairs":["Lockee, Barbara B."],"committee_members":["Burton, John K.","Potter, Kenneth R.","Brill, Jennifer M."],"year":2011,"date_issued":"2011-10-11","date_published":"2011-10-11","updated_at":"2026-07-24T05:56:22Z","subjects":["Situated Cognition","Authentic Learning","English as an L2","Developmental Research","Framework"],"languages":["en_US"],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-10202011-141532"],"render_values":[{"text":"etd-10202011-141532","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/77244","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Lockee, Barbara B."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Burton, John K.","Potter, Kenneth R.","Brill, Jennifer M."]},{"key":"dc:contributor.department","label":"Department","values":["Curriculum and Instruction"]},{"key":"dc:creator","label":"Author","values":["Sanga, Mapopa William"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2017-04-06T15:44:05Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2017-04-06T15:44:05Z","2016-10-18"]},{"key":"dc:date.issued","label":"Date","values":["2011-10-11"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"dc:type.dcmitype","label":"Dc Type Dcmitype","values":["Text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph. D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Situated Cognition","Authentic Learning","English as an L2","Developmental Research","Framework"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]},{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-10202011-141532"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/77244"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In response to the demands of 21st 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."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Ph. D."]},{"key":"dc:title","label":"Title","values":["Development of a Framework for Teaching L2 English as a Situated Practice in Malawi"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Lockee, Barbara B."],"dc:contributor.committeemember":["Burton, John K.","Potter, Kenneth R.","Brill, Jennifer M."],"dc:contributor.department":["Curriculum and Instruction"],"dc:creator":["Sanga, Mapopa William"],"dc:date.accessioned":["2017-04-06T15:44:05Z"],"dc:date.available":["2017-04-06T15:44:05Z","2016-10-18"],"dc:date.issued":["2011-10-11"],"dc:description.abstract":["In response to the demands of 21st 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."],"dc:description.degree":["Ph. D."],"dc:identifier.other":["etd-10202011-141532"],"dc:identifier.uri":["http://hdl.handle.net/10919/77244"],"dc:language.iso":["en_US"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["Situated Cognition","Authentic Learning","English as an L2","Developmental Research","Framework"],"dc:title":["Development of a Framework for Teaching L2 English as a Situated Practice in Malawi"],"dc:type":["Dissertation"],"dc:type.dcmitype":["Text"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Ph. D."],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-24T05:56:22Z"}