| dc.creator |
Ndomba, Rodrick Gregory |
|
| dc.date |
2020-05-10T13:58:23Z |
|
| dc.date |
2020-05-10T13:58:23Z |
|
| dc.date |
2015 |
|
| dc.date.accessioned |
2021-05-07T09:42:09Z |
|
| dc.date.available |
2021-05-07T09:42:09Z |
|
| dc.identifier |
Ndomba, R. (2015). Are we experiencing a ‘post-method’ era in second language teaching? Journal of Education, Humanities, and Sciences, 3 (1), pp 75 - 90. |
|
| dc.identifier |
http://hdl.handle.net/20.500.11810/5442 |
|
| dc.identifier.uri |
http://hdl.handle.net/20.500.11810/5442 |
|
| dc.description |
Approaches to Second Language teaching have been changing over time. The pivotal force behind the changes globally has been the quest for the best approach. New methods have emerged as old ones are discarded, with less prospects to achieve the best. This paper revisits the chronology of events characterizing the war of methods globally, and highlights key current issues underlining English language teaching in Tanzanian secondary schools. Central to the battle on methods is the need for proper preparation of English language teachers amid claims that their linguistic and methodological standards have been on the decline over decades. Indeed, the switch to competence-based curriculum (CBC) in the current English language curriculum in the Tanzanian system of education invariably calls for an assessment of the Second Language teaching profession in the ‘post-method’ era. |
|
| dc.language |
en |
|
| dc.publisher |
Journal of Education, Humanities, and Sciences |
|
| dc.subject |
teaching method, language teaching, pedagogy, teaching approach, curriculum, syllabus |
|
| dc.title |
Are we experiencing a ‘post-method’ era in second language teaching? |
|
| dc.type |
Journal Article, Peer Reviewed |
|