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

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.

Name thesis:degree_name

Ph. D.

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Curriculum and Instruction

Department dc:contributor.department

Curriculum and Instruction

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2011

Author dc:creator

• Sanga, Mapopa William

Chair dc:contributor.committeechair

• Lockee, Barbara B.

Committee members dc:contributor.committeemember

• Burton, John K.
• Potter, Kenneth R.
• Brill, Jennifer M.

• Situated Cognition
• Authentic Learning
• English as an L2
• Developmental Research
• Framework

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language.iso

en_US

Dc Identifier Other

etd-10202011-141532

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/77244