Namibia CPD Journal for Educators (NCPDJE)
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Browsing Namibia CPD Journal for Educators (NCPDJE) by Author "Gora, Ruth B."
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Item ICTs in teacher education: Enhancing quality language teaching and learning in Zimbabwe(University of Namibia, 2016) Gora, Ruth B.; Manyarara, Barbra C.Rapid advances in the development of ICT have been seen to offer new opportunities for enhancing the quality and effectiveness of language teaching and learning. The computer offers educators immense possibilities, and has been widely used, in computer assisted language learning (CALL). CALL has made significant advances towards finding a solution to and changing the way that language courses are conceived and taught. Although CALL developments tended to follow behaviouristic pedagogies that produced electronic imitations of drill and practice, for example, CALL now provides endless opportunities for interaction with a rich set of media types, characters and cultural information. However, educational institutions have lagged behind in fully recognising such opportunities. This prompts a call for re-orientation of education and training of language teachers. The paper therefore intends to guide teachers’ colleges on integrating ICT into their language learning and teaching activities. The guide is specifically aimed at language lecturers, lecturers-in-charge (LICs), heads of departments (HODs) and administrators in Zimbabwean teachers’ colleges while exploring the challenges of introducing ICT driven language education in traditionally face-to-face tertiary institutions in developing African countries.Item ICTs in teacher education: Enhancing quality language teaching and learning in Zimbabwe(University of Namibia, 2016) Gora, Ruth B.; Manyarara, Barbra C.113 Rapid advances in the development of ICT have been seen to offer new opportunities for enhancing the quality and effectiveness of language teaching and learning. The computer offers educators immense possibilities, and has been widely used, in computer assisted language learning (CALL). CALL has made significant advances towards finding a solution to and changing the way that language courses are conceived and taught. Although CALL developments tended to follow behaviouristic pedagogies that produced electronic imitations of drill and practice, for example, CALL now provides endless opportunities for interaction with a rich set of media types, characters and cultural information. However, educational institutions have lagged behind in fully recognising such opportunities. This prompts a call for re-orientation of education and training of language teachers. The paper therefore intends to guide teachers’ colleges on integrating ICT into their language learning and teaching activities. The guide is specifically aimed at language lecturers, lecturers-in-charge (LICs), heads of departments (HODs) and administrators in Zimbabwean teachers’ colleges while exploring the challenges of introducing ICT driven language education in traditionally face-to-face tertiary institutions in developing African countries.Item Teachers’ perception and awareness of Shona dialects vis-à-vis Standard Shona in the Zimbabwean classroom: Implications for teaching and learning(University of Namibia, 2015) Gora, Ruth B.Shona is a heterogeneous language in that a number of tribes use different dialects namely Karanga, Ndau, Manyika, Zezuru and Korekore. However, in educational circles the Zezuru dialect is regarded as ‘the language’ while the other speech forms are erroneously seen as deviations from the norm, and are therefore stigmatised. This means that learners come to school with a win-lose package depending on the dialect or variety they speak and that impacts on the teaching-learning process. The basic aim of this paper is to show that language variation, especially in Shona, can be an interesting area of study for educationists in indigenous languages. If a learner is given the opportunity to study in a context where language diversity is either discouraged or encouraged, consequently the gap between home and school can be either widened or narrowed depending on which variety of Shona the learner speaks. In light of that, this paper examines the problems faced by, what the layman calls, ‘non-standard’ dialect speakers of Shona in the Zimbabwean classroom. The paper also explores ways that can improve dialect awareness amongst teachers of Shona. The paper then concludes by arguing that dialect diversity should not be seen as a problem but as a resource to be utilised in the language classroom.Item Teachers’ perception and awareness of Shona dialects vis-à-vis Standard Shona in the Zimbabwean classroom: Implications for teaching and learning(University of Namibia, 2015) Gora, Ruth B.Shona is a heterogeneous language in that a number of tribes use different dialects namely Karanga, Ndau, Manyika, Zezuru and Korekore. However, in educational circles the Zezuru dialect is regarded as ‘the language’ while the other speech forms are erroneously seen as deviations from the norm, and are therefore stigmatised. This means that learners come to school with a win-lose package depending on the dialect or variety they speak and that impacts on the teaching-learning process. The basic aim of this paper is to show that language variation, especially in Shona, can be an interesting area of study for educationists in indigenous languages. If a learner is given the opportunity to study in a context where language diversity is either discouraged or encouraged, consequently the gap between home and school can be either widened or narrowed depending on which variety of Shona the learner speaks. In light of that, this paper examines the problems faced by, what the layman calls, ‘non-standard’ dialect speakers of Shona in the Zimbabwean classroom. The paper also explores ways that can improve dialect awareness amongst teachers of Shona. The paper then concludes by arguing that dialect diversity should not be seen as a problem but as a resource to be utilised in the language classroom.