This study was undertaken to explore curriculum change from the General Certificate in
Education (GCE) Ordinary Level (O-Level) to the International General Certificate in
Secondary Education (lGCSE) with regard to English language teaching in four high
schools in the Manzini region of Swaziland. The study investigated teachers' perceptions
of the curriculum change and how they implemented it. The impact of the training
teachers received in preparation for the introduction of the IGCSE English curriculum
was also explored.
An interpretive research paradigm using qualitative methodology was chosen for the
study and was driven by the following critical research questions:
1. How do teachers experience curriculum change from GCE O-Level to IGCSE with
regard to English language teaching?
2. How was this change implemented in the Form 4 English language classrooms?
Qualitative methods comprising semi-structured interviews and non-participant
classroom observations were used for collecting data. Data from interviews with teachers
were analysed thematically through the use of the constant comparison method, while
classroom observations data were qualitatively analysed by using themes that emerged
from the observation schedule designed for the study. The data from classroom
observations were triangulated with data from interviews with teachers to ensure validity
of the study.
The study used the body of literature that relates to second language acquisition (SLA)
and learning, with specific reference to social constructivism, bilingualism,
communicative language teaching and task-based language teaching approaches, literacy
and the genre approach as the theoretical framework. The theoretical framework
facilitated an understanding that knowledge or meaningful learning is constructed by the
learners as they interact using the target language. The results revealed that the teachers
used a constructivist approach towards teaching which comprised the communicative
language teaching and task-based language teaching and learning approaches. The
IGCSE curriculum emphasizes the use of these approaches. The findings also indicated
that teachers were inadequately prepared for teaching the IGCSE English curriculum as
some of the workshop facilitators were less informed than some of the participants; and
that they were only given guidance for conducting assessment in the oral skill without
training them how to teach it. Also, the language aspects such as grammar, writing and
reading were left out when the curriculum was reviewed, as a result teachers reverted to
using the structural approach when teaching grammar, as opposed to the constructivist
approach. Findings showed that as much as the IGCSE English curriculum was said to
be good, the reading skill was inefficiently taught. IGCSE does not give learners quality
education since the tasks learners did were cognitively unchallenging. In view of the
theoretical framework of the study, the IGCSE English curriculum produces skills-based,
vocationally inclined learners who are not geared towards pursuing academic university
education. Listening comprehension was found to be the most problematic language
aspect since the learners could not understand the English native speakers' accent when
they listened to passages from tapes and CD's during examinations.
Using the genre approach to essay writing findings showed that teaching essay writing
was not well grounded. The study recommended that the curriculum be reviewed and
teachers be taught more effective approaches to teaching essay writing as well as reading
comprehension. It was also recommended that the Ministry of Education should assist
teachers with additional resources and multimedia for teaching listening skills including
CDs and listening to talk shows and in teaching essay writing. The study further
recommended that localisation of the curriculum to SIGCSE should be postponed until a
suitable curriculum is identified and that further research be conducted which would
include a larger study that would be a true representation of all high schools in the four
regions of the country.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ukzn/oai:http://researchspace.ukzn.ac.za:10413/8773 |
| Date | January 2010 |
| Creators | Mvubu, Esther Siphiwe. |
| Contributors | Mbatha, Thabile., Sookrajh, Reshma. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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