Teacher Beliefs on How English Language Grammar Should Be Taught

This study sought to analyse the teacher beliefs on how English Language grammar should be taught in Luanshya District on the Copperbelt province of Zambia. The study was purely qualitative as it adopted a qualitative descriptive design. The sample size was Twelve (12), which involved 12 teachers of English as a Second Language who were purposefully sampled. Data was collected through interviews using semi-structured interview guides. Data was analyzed thematically grouping similar themes together so as to inteprate meaning. The findings had indicated that the teachers believed that English Language grammar should be taught explicitly using deductive techniques as attested by their responses. The respondents described a similar progression of a grammar lesson where the teacher begins the lesson with a situation or brainstorm, introduces the topic, gives examples, explains the rules and gives exercise both oral and written. In view of these findings, the study recommended that secondary schools should organize Continuous Professional Development programs for teachers where the beliefs of teachers can be countered or reinforced for successful implementation of curricular.

Teacher, Teacher beliefs, English Language Grammar

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