{"title":"以能力为基础的语言课程:在非洲实施的挑战","authors":"Dorothy Atuhura, Rebecca Nambi","doi":"10.1093/elt/ccae003","DOIUrl":null,"url":null,"abstract":"Drawing on a case study design, this article examines the real-life adaptive challenges secondary school teachers of English in Uganda face while implementing the 2020 English language competence-based curriculum innovation. Findings indicate that scarcity of instructional materials, time constraints and large class sizes, limited planning and stakeholders’ support, dissonance between local culture and learning styles significantly underlie complications ESL teachers face adapting and implementing competence-based curricula innovations in English language classrooms in low-income contexts in the global south. The experiences of teachers in Uganda resonate across most global south ESL educational contexts. They illustrate the universality of challenges teachers face and are likely to face when implementing competence-based curricula in sub-Saharan Africa and the wider global south where the teaching and learning of English is premised on facilitating acquisition of English language for meaningful interaction.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":"8 1","pages":""},"PeriodicalIF":3.1000,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Competence-based language curricula: implementation challenges in Africa\",\"authors\":\"Dorothy Atuhura, Rebecca Nambi\",\"doi\":\"10.1093/elt/ccae003\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Drawing on a case study design, this article examines the real-life adaptive challenges secondary school teachers of English in Uganda face while implementing the 2020 English language competence-based curriculum innovation. Findings indicate that scarcity of instructional materials, time constraints and large class sizes, limited planning and stakeholders’ support, dissonance between local culture and learning styles significantly underlie complications ESL teachers face adapting and implementing competence-based curricula innovations in English language classrooms in low-income contexts in the global south. The experiences of teachers in Uganda resonate across most global south ESL educational contexts. They illustrate the universality of challenges teachers face and are likely to face when implementing competence-based curricula in sub-Saharan Africa and the wider global south where the teaching and learning of English is premised on facilitating acquisition of English language for meaningful interaction.\",\"PeriodicalId\":47776,\"journal\":{\"name\":\"Elt Journal\",\"volume\":\"8 1\",\"pages\":\"\"},\"PeriodicalIF\":3.1000,\"publicationDate\":\"2024-02-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Elt Journal\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.1093/elt/ccae003\",\"RegionNum\":2,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Elt Journal","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1093/elt/ccae003","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Competence-based language curricula: implementation challenges in Africa
Drawing on a case study design, this article examines the real-life adaptive challenges secondary school teachers of English in Uganda face while implementing the 2020 English language competence-based curriculum innovation. Findings indicate that scarcity of instructional materials, time constraints and large class sizes, limited planning and stakeholders’ support, dissonance between local culture and learning styles significantly underlie complications ESL teachers face adapting and implementing competence-based curricula innovations in English language classrooms in low-income contexts in the global south. The experiences of teachers in Uganda resonate across most global south ESL educational contexts. They illustrate the universality of challenges teachers face and are likely to face when implementing competence-based curricula in sub-Saharan Africa and the wider global south where the teaching and learning of English is premised on facilitating acquisition of English language for meaningful interaction.
期刊介绍:
ELT Journal is a quarterly publication for all those involved in the field of teaching English as a second or foreign language. The journal links the everyday concerns of practitioners with insights gained from related academic disciplines such as applied linguistics, education, psychology, and sociology. ELT Journal provides a medium for informed discussion of the principles and practice which determine the ways in which the English language is taught and learnt around the world. It is also a forum for the exchange of information among members of the profession worldwide.