Relevant bibliographies by topics / English language – Study and teaching – Lesotho

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'English language – Study and teaching – Lesotho'

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Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "English language – Study and teaching – Lesotho"

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Moser, Kelly, Daina Zhu, Ha Nguyen, and Emily Williams. "Teaching English Language Learners." International Journal of Teacher Education and Professional Development 1, no. 1 (January 2018): 58–75. http://dx.doi.org/10.4018/ijtepd.2018010105.

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English language learners (ELLs) are increasingly placed in classes with mainstream teachers lacking training and experience to teach diverse populations. Rural areas are being characterized by a growing number of ELLs, challenges to attract and retain qualified educators, and budgetary constraints. One solution to this quandary is to provide all teachers with ELL-related knowledge and skills prior to certification. The purpose of this article was to explore the experiences of secondary preservice teachers across a variety of disciplines in a rural teacher education program as they learned about and implemented strategies for differentiating instructions for ELLs. The article sought to examine if a simulation experience contributed toward an inclusive view of teaching ELLs and if preservice teachers were able to apply learned strategies to lesson planning and reflection activities. By studying how these experiences impact future teachers, this study attempts to contribute to improving teacher education that ultimately leads to a better educational experience for all learners.
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Goh, Rachel, and Yanping Fang. "Improving English language teaching through lesson study." International Journal for Lesson and Learning Studies 6, no. 2 (April 10, 2017): 135–50. http://dx.doi.org/10.1108/ijlls-11-2015-0037.

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Purpose The purpose of this paper is to report on how a grade level team in a Singapore primary school used lesson study to mediate the implementation of the English language national curriculum. It aims to explore how this process had mobilised different teachers’ knowledge, challenged their beliefs of teaching and student learning, and created impact on their learning and knowledge. Design/methodology/approach An interpretive qualitative study using a case study methodology was employed. Data collected included participant observations and individual interviews. Transcripts of lesson study discussions were open coded for the content of teacher discourse and the sources of influences on the teachers’ reasoning and action. Findings The findings indicate that each stage of the lesson process engaged teachers’ deliberative discourse differently and constituted their building a common inquiry stance into the problem of student learning in reading and writing, moving away from a lesson-based view to embracing a curriculum-based deliberation, and challenging their shared assumptions and enabling their learning to adopt the students’ lens in improving the research lesson. Originality/value This study provides an illustrative case on how teachers’ talk about work practices in lesson study mediated teacher learning in a group context. The study established the importance of an interconnected view of teacher interaction in lesson study that factored in the consideration of the influences at the teachers’ level and at the school’s level that enabled and/ or impeded a broader consideration of practice and richer conditions for the mentoring of novice teachers in the team.
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Sadat-Tehrani, Nima. "Teaching English Stress: A Case Study." TESOL Journal 8, no. 4 (September 19, 2017): 943–68. http://dx.doi.org/10.1002/tesj.332.

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Lerotholi, Lelingoana. "A critical analysis of teaching English in English as a lingua franca context : a case study of Lesotho." Journal Of Gender, Information and Development in Africa SI, no. 2 (September 15, 2019): 267–79. http://dx.doi.org/10.31920/2050-4284/2019/sin2a15.

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Sekhar, G. Raja. "Communicative language teaching approach in the teaching of english language: a comprehensive study." ACADEMICIA: An International Multidisciplinary Research Journal 6, no. 7 (2016): 62. http://dx.doi.org/10.5958/2249-7137.2016.00025.2.

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Erdem, Mustafa. "Literature in English Language Teaching." European Journal of Language and Literature 4, no. 1 (April 30, 2016): 157. http://dx.doi.org/10.26417/ejls.v4i1.p157-162.

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Language as a means of communicatiın has been learned and taught for centuries.For every human the learning process starts unconsciously with learning their mother tongue and later it goes on systematically and consciously at school.However,in order to carry on commercial or social relations among different communities people have to learn two or even more languages. Therefore teaching of foreign languages has been an object of inerest to societies for ages. Many researchers belive that literature is useful in English language teaching.Value of literature as a useful source in language teaching is strongly defended by these researchers. Literature has a number of benefits which include but are not limited to availability of unique material, stimulation of reader's development and contribution to reader's vocabulary and cultural enrichment. Along with the abovementioned benefits diversity, interest, and vagueness, and universality, could be named as other advantages. This study reveals that literature increases all language skills since it extends linguistic knowledge through giving evidence of extensive and subtle vocabulary usage. Furthermore, it gives students the opportunity to strengthen language skills as it often enables oral discussions and exchange of opinions.
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Ekanjume-Ilongo, Beatrice. "The Teaching of English as a Second Language: The Case of the National University of Lesotho (NUL)." Journal of Language Teaching and Research 6, no. 6 (November 7, 2015): 1157. http://dx.doi.org/10.17507/jltr.0606.01.

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Christie, Frances. "The study of language and subject English." Australian Review of Applied Linguistics 27, no. 1 (January 1, 2004): 15–29. http://dx.doi.org/10.1075/aral.27.1.02chr.

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Abstract Applied linguistics has not sufficiently addressed theories of teaching subject English in the mainstream classroom. This is unfortunate because applied linguistic theories can offer a great deal to the development of a theory of subject English. Over the last century, subject English has changed quite fundamentally, and it is increasingly in need of a theory of language to shape its future. At the end of the 19th century, English was a set of discrete English skills. Later, as literature achieved greater status at the university level, its teaching was also brought into school English, though the discrete skills and literary pursuits were at best brought into an uneasy amalgam. By the 1960s, in an effort to overcome the uneasy amalgam, “integrated” models of English teaching were proposed, and it was argued that the goal of the English program should be to promote “growth” through language. Terms like “language development” were adopted in English, though this was ironically at a time that teaching of knowledge about language became discredited. By the 21st century English had become increasingly synonymous with “literacy”, though a robust theory of knowledge about language was badly needed. Subject English needs new directions, of a kind that functional theories of language can provide.
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Inayah, Arin. "ENGLISH TEACHING INSTRUCTION FOR NON-ENGLISH LEARNERS." Jurnal ELink 6, no. 1 (July 1, 2019): 117. http://dx.doi.org/10.30736/e-link.v6i1.116.

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The quality of educational institutions is influenced by teaching and learning process that is students and lecturers. Novalita (2006) state that to learn a language the learners need more than just once or twice, but they need many time to understand the language, the real meaning of the language, the structure of the language, and so on. There is no good strategies in teaching process, but suitable strategy which is can be used in the teaching process. Therefore, every teacher or lecturer should master many strategies in the teaching and learning process. Some strategies can be applied to some students or learners, but it can’t be applied to all of students or learners. he goal of this study is to observe how the teacher implements English teaching instruction at English language center (PKPBI). Besides that, what are the material used and the way how teacher evaluates and also how do the learners perceive the English teaching instruction at English language center (PKPBI) of Maulana Malik Ibrahim state Islamic university of Malang. This study was a qualitative research because this study is a case study which focuses on teaching process. The data collections used in this study were observation, interview, and documentation. In order to analyze the data collected in the research project and answer the core questions of the study, it was used the grounded theory. The researcher found that the contents of the material used was reading section characterized by provision of an English reading text on mathematic-content-related area followed by writing exercises. The teacher implement English teaching instruction with the aim of answering the question, it can be concluded that for the beginning of teaching, there were a big amount of mistakes with the guidance and no explicit implementation of grammatical aspects during the lessons, because the teacher intents to present language items as in a regular language course. The balance between content and language was not easy to manage either, because in some situations the teacher tends to focus more in language or in content. The teacher evaluate by her choice of evaluation. She felt confused and scared at the beginning of the experience. About perceiving of the learners, the researcher concluded that the students feel challenging with the process of teaching and learning in the class, they also interesting with because they can continued applied what they learn. Key words: Teaching instruction, Non-English learners
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Meng-yue, Cao, Li Dan, and Wang Jun. "A Study of College English Culture Intelligence-Aided Teaching System and Teaching Pattern." English Language Teaching 13, no. 3 (February 24, 2020): 77. http://dx.doi.org/10.5539/elt.v13n3p77.

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College English teaching is supposed to cover both language acquisition and culture learning due to the close relationship between language and culture, taking cultural teaching as an indispensible part of college English courses. With the rapid integration of information technology and English curriculum, artificial intelligence has brought new opportunities to college English teaching, and college English cultural teaching methods are now faced with new innovations. In the age of intelligence, to promote teaching quality and learning effect, artificial intelligence technology can be embedded in English teaching practice, exerting its technical advantages and frontier characteristics. In consideration of integrated developing tendency of college English cultural teaching model and modern information technology, the paper is aimed to design and build up an intelligence-aided system so as to extend the depth and width of the application of modern information technology in college English cultural teaching as well as to exploit the great application potential of modern information technology in college English cultural teaching, thus opening a new way and presenting a direction for college English cultural teaching.
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Dissertations / Theses on the topic "English language – Study and teaching – Lesotho"

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Molete, Bakae. "Perceptions of the gap between theory and practice in the preparation of English language teachers at the Lesotho College of Education." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1007682.

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The distinction between theory and practice can be traced back to Aristotle (384-322 B.C). Theory has been seen as the preserve of the academician who, through research, produces knowledge for the practitioner to use in his/her practice. This research sets out to investigate perceptions of the respondents with regard to the extent to which theory is applicable in practice. It does this in the context of teacher training at the Lesotho College of Education, (LCE), a teacher training college in Lesotho. In this research project; a case study of 5 students from the LCE who had been on teaching practice, their mentor teachers on teaching practice, and a college lecturer who had observed said students on teaching practice was used. Data was collected by means of focus group interviews and semi-structured interviews. Relevant documents in the form of classroom observation forms were also used. The findings from the data analysis revealed that students on teaching practice had, to a great extent, had difficulties in applying what they had learned at the college when they got to teaching practice. Difficulties were mainly experienced in the areas of classroom and time management as well as in the application of the teaching methods learned at the college. This research takes a closer look at these difficulties. It investigates their probable causes and, finally, suggests ways of responding to them.
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Kobo, Mamorapeli Justinah. "Communicative language teaching : a comparison of the Lesotho form E (English) and South African grade 12 FAL (English) curricula." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80370.

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Thesis (MEd)--Stellenbosch University, 2013.
Includes glossary of terms
ENGLISH ABSTRACT: In the study presented, two English curriculum documents were analysed, one from South Africa and the other from Lesotho. The analysis was focused on English first additional language curriculum documents for what is known as Grade 12 in South Africa and Form E in Lesotho. The two curricula are both informed by Communicative Language Teaching (CLT), with the concept of communicative competence, which is the ability to use the linguistic system effectively and appropriately, at its core. The two curricula are distinguished from each other as being locally developed (South Africa) and internationally developed (Lesotho) curriculum documents. Research contributions on the role that English plays in today‟s language learning and teaching context introduce the study . An overview is provided of the CLT appr oach and the essentials and difficulties perceived in CLT introduction in Africa and particularly Southern Africa. Jacobs and Farrell‟s (2003) evaluative framework for CLT is proposed as an indication of the extent to which CLT is evident in curricula. Ag ainst this background, the question arises of how CLT is realised in English first additional language curriculum documents for Grade 12 in South Africa and for Form E in Lesotho . In answering the question, a qualitative content analysis method that sets in interpretivist paradigm is employed for analysis of the curricula, and coding is applied using the evaluative framework proposed by Jacobs and Farrell (2003). The analysis attempts to evaluate the two English first additional language curriculum documents (curricula plans ). First, an exploration of the structures of the two curriculum documents was done. Second, the evaluation of the curricula against Jacobs and Farrell‟s (2003 :10 ) “ eight changes in language teaching and learning ” followed. Third, the comparison of the two curricula was carried out. Evaluation and comparison processes were carried out for the purpose of determining which of the two curricula best realises CLT. Reflecting on what is needed in the choice of English first additional language curricula, the conclusion is reached that (a) curricula need to be explicit in describing texts for language teaching, (b) they need to include oral and listening proficiency, and (c) a locally developed curriculum realises the CLT elements better than an internationally developed curriculum document. This means that learners‟ needs are be tter accommodated when local context and situations are in use. With this, learners bring their learning experiences as close as possible to their own real-life situations and thereby contribute towards language development.
AFRIKAANSE OPSOMMING: Hierdie studie analiseer twee kurrikulumdokumente vir die onderrig van Engels: een Suid-Afrikaans en die ander van Lesotho. Die analise fokus op Engels as eerste addisionele taal kurrikula vir wat as Graad 12 bekend staan in Suid-Afrika en as Vorm E in Lesotho. Beide kurrikula is in die Kommunikatiewe Taalonderrigtradisie ontwikkel; ʼn tradisie wat vereis dat die taalstruktuur effektief in realistiese situasies gebruik word. Die twee kurrikula word onderskei deur die feit dat die Suid-Afrikaanse een plaaslik ontwikkel is en die Lesotho onderwyssisteem gebruik ʼn internasionaal - ontwikkelde kurrikulum, die Cambridge Overseas English Certificate. Die studie word ingelei deur ʼn bespreking oor die r ol wat Engels speel in die huidige leer- en onderrigkonteks. ʼn Oorsig word gegee van Kommunikatiewe Taalonderrig (KTO), gevolg deur ʼn bespreking van die elemente en probleme wat ervaar word met KTO in Afrika en in Suider- Afrika in die besonder. ʼn Raamwerk, voorgestel deur Jacobs en Farrell (2003) vir die evaluering van KTO, word voorgestel as ʼn aanduiding van die mate waartoe kurrikula die beginsels en praktyke van KTO insluit. Die probleem wat hierdie studie bestudeer is die mate waartoe KTO manifesteer in die Graad 12 Engels Eerste Addisionele Taal kurrikulum in Suid-Afrika en in die Vorm E kurrikulum, die Cambridge Overseas English Certificate, in Lesotho. Die navorsingsbenadering is interpretatief en kwalitatiewe inhoudsanalise word gebruik om die kurrikula te analiseer. Deur die raamwerk van Jacobs en Farrell (2003) te gebruik, word dit moontlik om die twee kurrikulum dokumente te analiseer en te vergelyk . As ʼn eerste stap word die struktuur van beide dokumente bespreek, gevolg deur ʼn evaluering van elke kurrikulum in terme van die agt veranderings in onderrig en leer wat veronderstel is om KTO te karakteriseer (Jacobs en Farrell 2003:10). Hierdie twee stappe is nodig om die finale vergelyking van die twee kurrikula te kan doen sodat die mate waartoe hulle KTO manifesteer, aangedui kan word. Hierdie analise kom tot die gevolgtrekking dat die Engels eerste addisionele taalkurrikulum in Lesotho (a) duideliker riglyne moet verskaf vir die aard van tekste wat vir Engels taalonderrig gebruik kan word, (b) dat hierdie kurrikulum mondelinge- en luistervaardighede moet insluit en (c) dat die plaaslik-ontwerpte, Suid-Afrikaanse kurrikulum beter rekenskap gee van KTO as die Cambridge Overseas English Certificate, die internasionaal-ontwikkelde dokument wat in Lesotho gebruik word. As gevolg van die vergelyking met die Jacobs en Farrell raamwerk, blyk dit dat leerders se behoeftes beter ondervang kan word wanneer plaaslike kontekste en situasies gebruik word omdat leerders op hulle eie leerervarings kan staatmaak om hulle taalvermoë te ontwikkel.
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Mofolo, Mamolete Iris. "A professional development intervention in the teaching of English in a rural high school in Lesotho." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65446.

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The focus of this research is on implementing a professional development intervention aimed at improving the teaching practice of teachers teaching English as a subject at a rural high school in Lesotho. The study presents the way in which I as the principal researcher and my English teacher colleague facilitated learning, using innovative methods in our English classes in a way that promoted learner-centredness. In this study improvement of the teaching practice of teachers of English was intended to reduce the overuse of mother tongue in English classes to promote the teaching of English through English (Cook, 2005) and to improve learners’ proficiency in English as a subject. The study was conducted using an action research design. Action research was used as a professional development process with a view to improving educational practice; it enabled me as the facilitator of the professional development intervention and my colleague to rethink our approaches to facilitating learning of English in order to innovate our teaching. A mix of qualitative and quantitative approaches was used for collecting and analysing both qualitative and quantitative data in one study. These approaches were used to promote an in-depth understanding of the research problem under investigation. Open-ended interviews, observations, observation sheets, reflective journals and a questionnaire were used as data collection procedures that created a convergence of viewpoints, methods and conclusions. The conceptual and theoretical framework that guided the study emerged from the literature review. Findings of the study revealed that the innovative methods implemented in the English classes at a rural high school have contributed to the improvement in professional development and the teaching practice of teachers of English. Although learners preferred the use of both English and mother tongue in their English classes, findings of the study have revealed that there was an improvement in learners’ proficiency in English as a subject which was facilitated using English. The study recommends that the whole brain thinking model, multiple intelligences and action research as a constructivist approach be utilised daily in English classes and in all learning areas in Lesotho high schools as a basis for transformation and facilitation of learning that promotes learner-centredness.
Dissertation (MEd)--University of Pretoria, 2017.
Humanities Education
MEd
Unrestricted
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Nie, Junshan. "Teaching English as a second language, a phenomenological study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/NQ54677.pdf.

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Wong, Hoi-yee Grace. "Teaching of writing : a study of the effects of the teaching of rhetorical information structure on the organization of the writing of Form 4 and Form 7 students /." Hong Kong : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13836882.

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Weeden, Scott R. Hesse Douglas Dean. "Teaching discipline-specific academic writing a qualitative study of four semesters /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835922.

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Thesis (Ph. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 7, 2006. Dissertation Committee: Douglas Hesse (chair), Janice Neuleib, Dana Harrington. Includes bibliographical references (leaves 179-183) and abstract. Also available in print.
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Gehringer, Jennefer Fry. "A study of developmentally appropriate teaching strategies for teaching writing in the early childhood classroom." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2003. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 2003.
Abstract precedes thesis as preliminary leaf i. Typescript. Source: Masters Abstracts International, Volume: 45-06, page: 2770. Includes bibliographical references (leaves 29-31).
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AlKhars, Dalal Ali Mohammed Ali. "Creativity in English language teaching in Kuwait : a TESOL study." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/13928.

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The aim of this study is to investigate English language teachers’ understanding of creativity in the context of primary education in Kuwait. The meaning of creativity, and the factors that support or suppress it, are investigated from the point of view of female English language teachers in the primary stage in Kuwait. Most research in the fields of both TESOL and creativity in education has been undertaken in the West, some in the East, but very little in the Middle East (Craft, 2001a) in a context similar to that of Kuwait. In the context of Kuwait, creativity is called for in policy, but there is a lack of research and clarification as to what creativity means to English language teachers in their own context. The main approach to data collection and analysis was grounded theory. In the first stage of data collection, fifteen in-depth interviews and ten non-participant observations were carried out, to provide both breadth of research and depth of understanding. In the second stage, to enlarge the data, a survey (of seventy-five participants) was designed based on the findings of the first stage of data collection and analysis, as well as on the findings of previous literature. The participants were female TESOL teachers and senior teachers in primary schools in Kuwait. Findings from interviews, observations and questionnaires were consistent in many ways regarding the meaning of creativity in TESOL in the context of the study. All three methods of data collection revealed that creativity was perceived as a multi-faceted concept. The creative English language teacher was viewed as confident and self-directed. Using new and successful teaching material and methods, establishing good relationships with learners and being able to meet their needs in English language were associated with creative English language teaching. However, some findings emerged from certain data collection methods but not others. For example, the salience of clarity and freedom (autonomy) emerged from the interviews but not from the observations or questionnaire. All three methods showed similar supporting and suppressing factors for creativity. Supporting factors were both internal and external, notably the availability of teaching material (resources) and self-motivation. Suppressing factors were the lack of teaching aids and a negative school environment. The current study contributes to knowledge by expanding the understanding of two areas of research which are TESOL and creativity within the context of Kuwait, focusing on the voice of the primary stage teacher. The current study agrees with previous studies that creativity is associated with newness and value (Cheng and Yeh, 2006; Forrester & Hui, 2007) and the current study explained that newness and value are relative. The current research suggests that TESOL teachers can be creative in one or many aspects (Rietzschel et al., 2009). The current study agrees with previous studies that creativity is context related because there are creativity elements which are unique to the cultural context (Craft, 2001a; Grigorenko & Tan, 2008), but at the same time the current study proposes that creativity can be universal in some ways because of some common findings of studies from different contexts. Other contributions to knowledge points are clarity and freedom and their relation to creativity in TESOL. Clarity is not mentioned much in the literature, but can be linked to knowledge (Sternberg & Lubart, 1991). Freedom can also be related to autonomy and creativity (Sternberg, 2006b). The current research views that the process, product, person and place of creativity in TESOL are interrelated (Wallace, 1926; Fryer, 1996; Runco, 1997; Craft, 2001; Rhodes, 1961). Unlike previous studies, the current research into creativity in TESOL was not associated with artistic language, literature (Mok et al., 2006), or errors and violating language rules (Tin et al., 2010; Brown, 2001). The current findings are also different from the literature in that creativity was not linked to imagination (Beetlestone, 1998; Craft, 2000; Craft, Jeffrey & Leibling, 2001; Fryers, 1996; Egan et al., 1988; Craft, 2002, 2003a) or aesthetics (Craft, 2001a). On the other hand, creativity in TESOL is linked to personal traits including confidence, which agrees with the literature (NACCCE, 1999; Craft, Jeffrey, & Leibling 2001; Burnard et al., 2006; Craft, 2002; Craft, 2001b; Claxton et al., 2006; Fryer, 1996). The current study suggests more detailed the written preparation notes of the participants the less confident participants seemed to be. This can be related to the negative effect of evaluation on creativity (Sternberg, 2006b). The literature associated intrinsic motivational factors with creativity (Jones & Wyse, 2004, Sternberg, 2006b), but the current study shows that extrinsic as well as intrinsic motivational factors support creativity in TESOL. The current study suggests belonging to field and workplace is a supporting factor for creativity. This can be related to collaboration which is suggested in previous studies (Craft et al., 2008; John-Steiner, 2000; Miell & Littleton). The literature suggests that creativity flourishes in collaboration; however some of the current research participants prefer to work individually, while others prefer to work collaboratively to be more creative. Teaching material is an important tangible side to the creativity of TESOL (Cheng & Yeh, 2006), and relationships are also linked to improving TESOL creativity according the current research. Implications for teachers’ reflection, teachers’ education and training courses as well as better communication with the teacher for teaching material design and a better school working environments are some of the recommendations of the current research. Future research can benefit from the findings and the recommendations of the current research.
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Yu, Siu-hung, and 余小紅. "The teaching of English: a sociological perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31958400.

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Irvine-Niakaris, Christine. "Teaching reading in English as a foreign language : a language teacher cognition study." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.681501.

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Language teacher cognition research originated from teacher cognition studies in general education. It is a well-established domain of research concerned with what teachers think, know and believe and the relationship of these mental constructs to their classroom practice. Although research in the field of language teaching cognition has proliferated in the last 10 years, particularly in the teaching of grammar, there are very few studies on the teaching of reading in English as a Foreign Language (EFL) and no specific studies which relate to the teaching of advanced level reading to adults in preparation classes for a high stakes international examination. The present study aims to fill the gap in our understanding of the teaching of reading by examining the cognitions and practice of four experienced teachers of English working in a non-profit language teaching centre in Greece. The research framework for this study in language teacher cognition is an exploratory interpretative paradigm. The research design is naturalistic rather than experimental and concerned with understanding the teachers' knowledge base and how this knowledge has been shaped. Central to the interpretative nature of this study are the combined qualitative methods of classroom observation, individual teacher interviews and a scenario-based group discussion including all four teachers. The combination of methods is aimed at enhancing the ecological validity of the study, and an attempt to relate teacher thinking to real teaching situations. The findings suggest that the four 'teachers in this study mostly shared similar practices in the organization of their instruction, explicit instruction of reading strategies and mode of delivery and that there were very few inconsistencies between their beliefs and practice. The findings also indicated that teachers' cognitions and practice are informed by undergraduate studies in general, professional coursework in teaching as well as accumulated Classroom experience, particularly in teaching examination preparation classes. These results have strong implications for pre-service and in-service teacher education courses and seminars in EFL.
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Books on the topic "English language – Study and teaching – Lesotho"

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Teaching the English language. 2nd ed. Springfield, Ill: C.C. Thomas, 2000.

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Teaching the English language. Springfield, Ill., U.S.A: C.C. Thomas, 1988.

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Phillipson, Robert Henry Lawrence. English language teaching and imperialism. Sweden: Transcultura, 1990.

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Starting English teaching. London: Routledge, 1992.

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Exploring English language teaching: Language in action. London: Routledge, 2011.

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Kitao, S. Kathleen. Fundamentals of English language teaching. Tokyo: Eichosha Co., 1999.

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Essentials of English language teaching. London: Longman, 1993.

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Vásquez, Anete. Teaching language arts to English language learners. New York: Routledge, 2010.

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L, Hansen Angela, and Smith Philip C, eds. Teaching language arts to English language learners. Abingdon, Oxon, England: Routledge, 2010.

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Vásquez, Anete. Teaching Language Arts To English Language Learners. New York: Routledge, Taylor & Francis Group, 2013.

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Book chapters on the topic "English language – Study and teaching – Lesotho"

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Peercy, Megan Madigan, and Judy Sharkey. "Self-Study and English Language Teaching." In Springer International Handbooks of Education, 1–48. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1710-1_28-1.

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Peercy, Megan Madigan, and Judy Sharkey. "Self-Study and English Language Teaching." In International Handbook of Self-Study of Teaching and Teacher Education Practices, 823–68. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-6880-6_28.

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Knowles, Gerry. "Using Corpora for the Diachronic Study of English." In Teaching and Language Corpora, 195–210. except Chapter 2 Corpus Evidcncc in Language Description © John M, Sindair: Routledge, 2014. http://dx.doi.org/10.4324/9781315842677-17.

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Grammatosi, Fotini, and Nigel Harwood. "An Experienced Teacher’s Use of the Textbook on an Academic English Course: A Case Study." In English Language Teaching Textbooks, 178–204. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137276285_6.

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Phan, Ngan Le Hai. "The study." In The Place of English as an International Language in English Language Teaching, 67–81. New York : Routledge, 2020. | Series: Routledge advances in teaching English as an international language series: Routledge, 2020. http://dx.doi.org/10.4324/9780429460180-5.

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Gaszewski, Jerzy. "Governed Prepositions in English: A Corpus-Based Study." In Second Language Learning and Teaching, 117–34. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20083-0_9.

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Podhajecka, Mirosława. "“English Self-Taught”: Self-Study Guides for Polish Learners of English (1860–1945)." In Second Language Learning and Teaching, 315–43. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35305-5_18.

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Martinez, Magdalena. "CASE STUDY: Nevada's English Language Learner Strategy." In The Wiley Handbook of Teaching and Learning, 301–20. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781118955901.ch12.

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Wężyk, Agata. "Metaphors of Pride in Polish and English—A Corpus-Based Study." In Second Language Learning and Teaching, 103–17. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04981-2_8.

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Święciński, Radosław. "An EMA Study of Articulatory Settings in Polish Speakers of English." In Second Language Learning and Teaching, 73–82. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-24019-5_6.

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Conference papers on the topic "English language – Study and teaching – Lesotho"

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Mandasari, Berlinda. "Role Playing Activity in English for Business Class for Non-English Study Program." In International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.10.

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Dewi, Finita, Nenden Lengkanawati, and Pupung Purnawarman. "Technology-Supported English Language Teaching Professional Development: A Case Study of a Secondary English Teacher’s TPACK." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008214701230132.

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Ramadhani, Reski, Siti Nuraeni Muhtar, Anugrah Imani, and Yayan Carlian. "Word Ladder Game in Teaching Vocabulary: An Experimental Study in Indonesia." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008216602570264.

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Murtaya, Taufiq Jati, and Pratomo Widodo. "Interpreter as the Discourse Analyst: A Case Study of Court Interpreting." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008219900850096.

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Asrul, Abdulhalim Daud, and Sunaidin Mulae. "Students' Attitude towards English Active Use of English Language Education Study Program and English Letters Study Program at Khairun University." In The 1st International Conference on Teaching and Learning. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008898301300135.

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Sachmadi, Ida Farida, Lestari Manggong, and Lia Maulia Indrayani. "The English Reading Proficiency of Universitas Padjadjaran Undergraduates: A Case Study in Faculty of Cultural Sciences." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008218303610366.

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Trisnawati, Meri, Sajidin, and Dian Ekawati. "EFL Teachers’ Implementation on using Their Lesson Plans: A Multiple Case Study at Secondary School Level in Indonesia." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008221905670576.

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Fachrunnisa, Maryam, Nia Kurniawati, Sajidin, and Dian Ekawati. "Indonesian EFL Teachers Competence in Constructing Lots and Hots-based Test: A Case Study in an Indonesian Secondary School." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008220404680476.

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Rahman, Faisal Abdul, Erni Haryanti Kahfi, and R. Nadia R.-P. Dalimunthe. "Exploring the Implementation of Teacher’s Corrective Feedback on Students’ Pronunciation: A Case Study in an Indonesian Public High School." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008220804770485.

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Kurniawati, Dyah, and Karina Eka Puspita. "Reading Strategies on EFL Students of English Education Study Program." In International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.23.

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