Title page for ETD etd-10202011-141532

Type of Document Dissertation
Author Sanga, Mapopa William
Author's Email Address msanga@vt.edu
URN etd-10202011-141532
Title Development of a Framework for Teaching L2 English as a Situated Practice in Malawi
Degree PhD
Department Curriculum and Instruction
Advisory Committee
Advisor Name Title
Lockee, Barbara B. Committee Chair
Brill, Jennifer M. Committee Member
Burton, John K. Committee Member
Potter, Kenneth R. Committee Member
  • Situated Cognition
  • Authentic Learning
  • English as an L2
  • Developmental Research
  • Framework
Date of Defense 2011-10-11
Availability unrestricted
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.
  Filename       Size       Approximate Download Time (Hours:Minutes:Seconds) 
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