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Please use this identifier to cite or link to this item: http://hdl.handle.net/10628/16

Title: Reflexive inquiry and reflective practice: Critical reflection and pedagogy in English language teaching.
Authors: Krishnamurthy, Sarala
Keywords: Reflexive inquiry
Reflective practice and teaching
Critical thinking
English language - Study and teaching
Issue Date: 2007
Publisher: Polytechnic of Namibia, Department of Communication.
Citation: Krishnamurthy, S. (2007). Reflexive inquiry and reflective practice: Critical reflection and pedagogy in English language teaching. Nawa Journal of Communication, 1(2), 14-22.
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?
URI: http://hdl.handle.net/10628/16
ISSN: 1993-3835.
Appears in Collections:English Communication

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