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Teacher Cognition and Practices: A Case Study of Teaching Speaking Skills in a Kiswahili as a Foreign Language Context.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teacher Cognition and Practices: A Case Study of Teaching Speaking Skills in a Kiswahili as a Foreign Language Context./
Author:	Bimpong, William K.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	226 p.
Notes:	Source: Dissertations Abstracts International, Volume: 84-01, Section: A.
Contained By:	Dissertations Abstracts International84-01A.
Subject:	Linguistics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29281748
ISBN:	9798802743362

Teacher Cognition and Practices: A Case Study of Teaching Speaking Skills in a Kiswahili as a Foreign Language Context.
Bimpong, William K.

Teacher Cognition and Practices: A Case Study of Teaching Speaking Skills in a Kiswahili as a Foreign Language Context. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 226 p.

Source: Dissertations Abstracts International, Volume: 84-01, Section: A.

Thesis (Ph.D.)--Ohio University, 2022.

This item must not be sold to any third party vendors.

Over the years, studies in language teacher cognition have predominantly focused on the cognitions and practices of teachers in English as a second language (ESL) and English as a foreign language (EFL) contexts. Research into teacher cognition about teaching other languages, particularly African languages remains few. The purpose of this study was, therefore, to explore the cognitions and practices of elementary and intermediate proficiency-level instructors of Kiswahili as a foreign language (KFL) regarding teaching speaking skills. The study adopted a qualitative case-study approach utilizing semi-structured interviews, classroom observations, and stimulated recall interviews as the data collection methods. The findings revealed that the teachers had cognitions about diverse aspects of their work including teaching, learning, students, and content. Also, the study revealed that six main socio-ecological factors mediated the development of the cognitions of the instructors. Regarding their practices, the study revealed that the instructors adopted a communicative approach to teaching speaking through implementing communicative activities, adopting gradual release of responsibility, encouraging personalized learning, and promoting authenticity. The relationship between the cognitions and practices of the teachers was a non-linear one, exhibiting both consistencies and inconsistencies.

ISBN: 9798802743362Subjects--Topical Terms:

524476
Linguistics.
Subjects--Index Terms:

Language teacher

Teacher Cognition and Practices: A Case Study of Teaching Speaking Skills in a Kiswahili as a Foreign Language Context.
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300 $a 226 p.
500 $a Source: Dissertations Abstracts International, Volume: 84-01, Section: A.
500 $a Advisor: Geist, Eugene.
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520 $a Over the years, studies in language teacher cognition have predominantly focused on the cognitions and practices of teachers in English as a second language (ESL) and English as a foreign language (EFL) contexts. Research into teacher cognition about teaching other languages, particularly African languages remains few. The purpose of this study was, therefore, to explore the cognitions and practices of elementary and intermediate proficiency-level instructors of Kiswahili as a foreign language (KFL) regarding teaching speaking skills. The study adopted a qualitative case-study approach utilizing semi-structured interviews, classroom observations, and stimulated recall interviews as the data collection methods. The findings revealed that the teachers had cognitions about diverse aspects of their work including teaching, learning, students, and content. Also, the study revealed that six main socio-ecological factors mediated the development of the cognitions of the instructors. Regarding their practices, the study revealed that the instructors adopted a communicative approach to teaching speaking through implementing communicative activities, adopting gradual release of responsibility, encouraging personalized learning, and promoting authenticity. The relationship between the cognitions and practices of the teachers was a non-linear one, exhibiting both consistencies and inconsistencies.
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