The demands imposed on teachers who are L2 speakers of English,
in the Teaching of English as a Second Language (TESL) have had
far-reaching consequences. In these situations, the consequences are
compounded when the teacher is a L3 speaker of English teaching
English to students who are predominantly L2/L3 speakers. Such
consequences were explicitly stated in a number of reports, reviews
and observations (Elley, 1979; Chamberlain, 1987; Laws and Horsley,
1988; The Ministerial Taskforce, 1989) and others.
Issues relating to quality of education and quality of English teaching
were frequently addressed and questioned. The author's experience
as a teacher of English, Head of the English Department at
Titikaveka College and English Adviser for secondary schools led to
a growing concern and need to delve into these problems at both the
primary and secondary levels. In the absence of research in this
important area, the author sought to conduct investigation in four
schools. The author was further motivated to conduct research as a
result of a number of recent changes within the education system.
Major concerns were firstly, the introduction of the Grade 6 National
Examination in 1991; secondly, the change-over from the South
Pacific English Option paper to a full New Zealand English paper in
the New Zealand School Certificate (NZSC) Examination in 1989; and
finally, the introduction of the New Zealand Bursary Examination in
1992. The question foremost in the author's mind was how
adequately were the schools equipped to implement such changes
given an array of major constraints.
In this study, it is hypothesised that, most of the problems related to
TESL in the Cook Islands stem primarily, and mainly from the poor
quality of teachers in the classroom. This does not deny the
existence of problems which emanate from other factors which
impact on TESL, such as the language policy and curriculum, the
adequacy or inadequacy of teaching resources, and whether indeed
they are appropriate and the kinds of teaching methods which
prevail. These are all acknowledged as contributing factors. The
argument presented in this study, is that, while these are
contributing factors, they are considered not as important as the
teacher factor.
The thrust of this thesis recognises the teacher as the most important
classroom resource, the "key" factor which ultimately determines the
quality and indeed the success or failure of an education system.
This is true in the particular context of the Cook islands where
teaching-learning resources, by its broadest definition, are very
limited. In terms of the quality of the teacher's resourcefulness, this
in turn is determined by his/her level of education and the kind of
training received.
Underlying the thesis presented is the contention that if the teacher is
well-educated and highly-trained, then teaching and learning for the
child make the possibility of attaining Level IV, the highest stage in
Beeby's paradigm more likely. That is, teaching which stresses
meaning and understanding, problem solving and creativity and the
catering of individual differences (Beeby 1966: 72). Needless to say,
the converse is more likely to happen, where and when teachers
have had very limited education, inadequate and inappropriate
training.
In accordance with the purpose as outlined in Chapter 1, this study
comprises 6 chapters and a conclusion. Chapter 1 discusses the
nature of the problem from a number of interrelated dimensions,
which have to varying degrees impacted on the teaching of ESL in
the Cook Islands. The chapter concludes by stressing the purpose
and relevance of the study in terms of educational, economic and
social significance.
Chapter 2 reviews and discusses, from a historical perspective, the
literature as it relates firstly to the teaching of English in the Pacific
but more specifically the teaching of English in the Cook Islands.
The chapter then discusses the theoretical development and research
in the teaching and learning of ESL in an attempt to arrive at a
theoretical framework.
Chapter 3 presents the research instruments and procedures used to
gather and analyse the data. In the main, office sources, classroom
observations, questionnaires and interviews formed the basis for
eliciting data.
Chapter 4 draws together the major findings of the study. The
limited size of the sample placed some restrictions on the analysis of
results derived from this study. Nevertheless, the analysis identified
some significant trends upon which conclusions can be drawn.
The last two chapters, Chapter 5 and Chapter 6 deal with the
interpretative aspects of the study with the intention of arriving at
valid recommendations to the problems identified.
In summary, the study found that the teacher in the Cook Islands
context is the key factor in the process of teaching and learning of
ESL. When the teacher is well-educated and adequately trained, then
the possibility of quality teaching and meaningful learning becomes a
reality for the student.
| Identifer | oai:union.ndltd.org:ADTP/219000 |
| Date | January 1993 |
| Creators | Hermann, Upokoina Mataturua E Te Au, n/a |
| Publisher | University of Canberra. Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Upokoina Mataturua E Te Au Hermann |
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