Browsing by Author "Manyarara, Barbra C."
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Item Aesthetic of naming: Potential psycho-sociological effects of some forenames in use among Zimbabweans(University of Namibia, 2015) Manyarara, Barbra C.; Gora, Ruth B.Naming aesthetics in Zimbabwe as in the rest of African cosmology have always been incident-based and this trend somewhat persists. The aesthetic of naming is a parent or guardian’s prerogative and expresses that individual/s wishes, joys, fears and attitudes but may not necessarily consider the named’s future perceptions or feelings engendered by the particular name that identifies them. Various studies have established general naming practices in Zimbabwe and off er many reasons to account for name types. For example, some Shona names are thought repositories of human experience while others are regarded as argument by proxy. Whereas most previous studies on onomastic practices in Zimbabwe have tended to focus on name etymologies and name meanings, the present paper seeks to assess the potential psycho-sociological effects of some significantly negative forenames encountered in school registers and on university graduation lists. A name may not have much statistical significance but when anyone human being carries it, the name becomes sufficiently important as is illustrated in the present discussion on the potential effects of just two common Zimbabwean names, ‘Mistake and Murambiwa’.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 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 Lesson planning for teacher effectiveness(University of Namibia, 2015) Manyarara, Barbra C.Well planned lessons enable learners to learn better and to develop better attitudes towards their work. The paper emanates from formal observations of the University of Zimbabwe Graduate Diploma in Education (Grad. D. E.) student teachers on three months teaching practice attachment. Many student teachers were found to be clearly on the path to becoming effective teachers but a sizeable portion, about 20-25%, were thought to be experiencing problems. In their planning of lessons, a wide range and variety of problems were noted. These include lack of real appreciation of the need to plan lessons, lack of the understanding that in order to be effective teachers they had to deploy different pedagogic approaches to meet the learning needs of the subject, inability to address lesson objectives and to match the maturity and social milieu of the learners in their care. Thus it is hoped that this paper may stimulate more interest in educators and student teachers alike beyond these student teachers passing or failing the teaching practice component to preparing really effective practitioners.Item Lesson planning for teacher effectiveness(University of Namibia, 2015) Manyarara, Barbra C.Well planned lessons enable learners to learn better and to develop better attitudes towards their work. The paper emanates from formal observations of the University of Zimbabwe Graduate Diploma in Education (Grad. D. E.) student teachers on three months teaching practice attachment. Many student teachers were found to be clearly on the path to becoming effective teachers but a sizeable portion, about 20-25%, were thought to be experiencing problems. In their planning of lessons, a wide range and variety of problems were noted. These include lack of real appreciation of the need to plan lessons, lack of the understanding that in order to be effective teachers they had to deploy different pedagogic approaches to meet the learning needs of the subject, inability to address lesson objectives and to match the maturity and social milieu of the learners in their care. Thus it is hoped that this paper may stimulate more interest in educators and student teachers alike beyond these student teachers passing or failing the teaching practice component to preparing really effective practitioners.Item Machinations of spiritual entities in some of Charles Mungoshi’s works in English(University of Namibia, 2019) Manyarara, Barbra C.Through a textual analysis methodology of three selected texts by Charles Mungoshi, the interactions between the spirit world and ordinary Shona people are examined to unlock some of the multiple meanings to be found in these cultural artefacts. Christian values are shown as largely in conflict against the Shona spiritual world with its tendency towards the supernatural. In the selected works, the ngozi spirit has a strong presence that controls the literary lives of the persons of these works. Although the ngozi spirit affects both young and old, males and females, its influence is felt the most by young girls, single women and other females in their families. The impact on the male species seems rather minimal, perhaps reflective of patriarchal order. In Shona cosmology there is a strong belief that the panacea for ngozi is atonement. This study, therefore, explores the workings of spiritual entities in the selected works.