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Title Reflexive inquiry and reflective practice: Critical reflection and pedagogy in English language teaching.
Full text http://hdl.handle.net/10628/16
Date 2007
Author(s) Krishnamurthy, Sarala
Abstract There is an ongoing debate on learners' poor performance in English at the Polytechnic of Namibia. The main challenge that the institution faces to train faculty is addressed by the Centre for Teaching and Learning (CTL) which has an Academic Support Unit in charge of organizing teacher training workshops, special lectures and several other activities. While some members of staff believe that it is impossible to mark a test without taking cognizance of the language in which it is written, others distinguish between form and content and choose to ignore the language component of a test. This discrepancy of thought has led to skewed results with students scoring brilliantly in their content subjects like Mathematics, Business Management courses, etc, and failing in English. The current state of affairs begs the question: what do we focus upon in our teacher training programs: is it on language or on content?
Subject(s) Reflective learning; Reflective teaching; Critical thinking; English language - Study and teaching (Higher) - Namibia
Language en
Publisher Polytechnic of Namibia, Department of Communication.
Type of publication Article.
Identifier Krishnamurthy, S. (2007). Reflexive inquiry and reflective practice: Critical reflection and pedagogy in English language teaching. Nawa Journal of Communication, 1(2), 14-22.; 1993-3835.
Repository Ounongo - Polytechnic of Namibia
Added to C-A: 2010-06-21;13:48:33