Teachers’ Preparedness and Attitudes Towards the Text Based Integrated Approach in ESL Teaching in Zambia

Abstract

English language is a compulsory subject in Zambia from Grades Five to Grade Twelve. The English language syllabus recommends the Communicative language teaching method and the Text Based Integrated Approach. Therefore, it is vital that learners are equipped with the necessary skills to improve their communicative competence. At the centre of this syllabus recommendation is teacher training and teacher attitudes towards the recommended methods of teaching English. Thus, this study sought to establish (i) whether teachers were adequately trained to use the Text-based Integrated Approach; and (ii) teachers’ attitudes towards the Text-based Integrated Approach. Interview guide and the questionnaire were the data collection instruments used in the study. A sample of 54 respondents comprising 45 qualified teachers of English language and nine Heads of Departments participated in the study. The data were analyzed quantitatively and qualitatively and were merged into common themes according to the research objectives. The findings revealed that some teachers were adequately trained as lecturers from various learning institutions prepared them well in the use of TBIA. However, other teachers stated that they were inadequately prepared as lecturers merely mentioned the methods and did not go into details to elaborate how to apply the Text-based Integrated Approach. In addition, findings for the second objective showed that some teachers held positive attitudes towards the Text-based Integrated Approach, while others had negative attitudes. In view of the findings, it is recommended there should be close collaboration between the Ministry of General Education and higher learning institutions to ensure that teachers are adequately trained to apply the recommended methodologies such as the Text-based Integrated Approach.