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ERIC Number: EJ947376
Record Type: Journal
Publication Date: 2011
Pages: 20
Abstractor: As Provided
Reference Count: 60
ISSN: ISSN-0790-8318
Transforming Classroom Discourse and Pedagogy in Rural Zimbabwe Classrooms: The Place of Local Culture and Mother Tongue Use
Ngwaru, Jacob Marriote
Language, Culture and Curriculum, v24 n3 p221-240 2011
Rural African classrooms are still practising discourses and pedagogies that contribute towards students' continued underachievement and marginalisation. The use of behaviourist-based pedagogical approaches and the exclusion of learners' socio-cultural experiences including their mother tongue (MT) still characterise most classroom practices. The use of classroom discourse that severely constrains opportunities for pupil participation and the development of higher order thinking skills has also been noted. This paper describes an intervention based on the principles of transformative and constructive developmental pedagogy designed to improve approaches to teaching and learning in a primary school in rural Zimbabwe. Examples of prevailing classroom practices organised on prescriptive behaviourist procedures serve as the backdrop to a description of the intervention. In a meeting negotiated with teachers at the outset of the project, feedback based on classroom observation was offered to the teachers and alternative approaches were suggested. The latter focussed particularly on taking account of the local culture and pupils' own experiences and on the use of the MT. Examples of teachers embracing this approach are presented and the implications for the professional development of teachers are outlined. (Contains 1 table.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Zimbabwe