Ethiopian EFL teachers’ beliefs and practice in grammar teaching. From an analysis of culturally grounded belief systems and epistemologies to recommendations for a linguistically informed pedagogy

Start - End 
2016 - 2024 (ongoing)
Type 

Tabgroup

Abstract

This project focuses on EFL in Ethiopian secondary schools, where English is the medium of instruction. It offers: (1) an analysis of teachers’ beliefs and practices with regard to grammar teaching;
(2) recommendations for an adapted pedagogy, which starts from existing teachers’ beliefs and is founded in a functional linguistic theory in which ‘meaningful grammar’ plays a central role.

People

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Phd Student(s)