Teachers’ interpretation and implementation of learner-centred instruction in English Studies’ classrooms in Lagos Mainland LGA of Lagos State
| dc.contributor.author | Adeosun, A.O | |
| dc.date.accessioned | 2023-03-15T09:20:04Z | |
| dc.date.available | 2023-03-15T09:20:04Z | |
| dc.date.issued | 2020 | |
| dc.description | Scholarly article | |
| dc.description.abstract | Underlying the English Studies curriculum is the principle of integration, thus the curriculum is often referred to as Integrated English. It connotes a two-sided package which can promote the language and communication skills of listening, speaking, reading, writing and thinking; and at the same time facilitate the reading and enjoyment of Literature. Besides, the expectation in teaching and learning for sustainable development is that classroom activities should give learners the opportunities to learn constructively, creatively, in a variety of ways, and exploring varied experiences. This expectation agrees with the very nature of Integrated English, which requires that teachers engage learners in hands on, task-based language and literature activities. This necessitates learner-centred approach to teaching. The study thus investigates how English Studies teachers interpret and implement Learner-Centred Instruction (LCI) in their classrooms at the Upper Basic (Junior Secondary) schools in Lagos. Through the developed objectives, it specifically determines teachers’ knowledge of learner-centred approach and its techniques, their level of acceptance of the approach in teaching practices, and the factors that possibly affect effective deployment of the approach. Descriptive research design was adopted for the study, with a total sample of 22 teachers from seven public and four private schools. The research instruments used were questionnaire and observation checklist. Data analysis was done using descriptive and inferential statistics. The findings showed that despite the reported extensive awareness, knowledge and acceptance of the LCI by teachers, the use of the approach was not seen in the observed lessons in the public schools. It was also found that teachers’ refusal to move away from the convenience and familiarity of the old, conventional teaching method ranked as the greatest hindrance to the use of the approach and its techniques. Some teachers also believed that it is inappropriate to work alongside their learners in planning key aspects of the teaching-learning process (lesson planning, lesson delivery, assessment procedure and evaluation). It was recommended that teachers should be update their knowledge and expertise of Learner-Centred Instruction and they should put this into practice to help learners develop critical thinking, problem- solving and collaborative skills, which are core skills of language and communication. | en_US |
| dc.identifier.citation | Adeosun, A. O. (2020). Teachers’ interpretation and implementation of learner-centred instruction in English Studies’ classrooms in Lagos Mainland LGA of Lagos State. Journal of International Association of Language Educators (Special Edition); pp.157-177. | en_US |
| dc.identifier.issn | ISSN 2782-7712 | |
| dc.identifier.uri | https://ir.unilag.edu.ng/handle/123456789/12176 | |
| dc.language.iso | en | en_US |
| dc.publisher | International Association of Language Educators | en_US |
| dc.relation.ispartofseries | Special Edition; | |
| dc.subject | English studies, Integrated English, Learner-centred Learning, Literature, instructional techniques | en_US |
| dc.title | Teachers’ interpretation and implementation of learner-centred instruction in English Studies’ classrooms in Lagos Mainland LGA of Lagos State | en_US |
| dc.type | Article | en_US |