Teachers’ beliefs in integrating English Language and Literature as a single subject in the proposed competency-based education curriculum
DOI:
https://doi.org/10.65221/0154Keywords:
Competency-Based Education, English Language Integration, Teacher Preparedness, Curriculum Implementation, Secondary EducationAbstract
The study examines the integration of English Language and Literature as a single subject within the Competency-Based Education (CBE). Guided by Vygotsky's sociocultural theory of learning and Shulman's pedagogical content knowledge (PCK) framework, this study’s main objective was to examine teachers’ beliefs on the integration of English Language and Literature as a single subject in the Competency-Based Education Curriculum. The study used a concurrent mixed-methods design. Ninety-six (96) participants undertook the study; they were all teachers from the four main regions of Eswatini. An online survey Google form questionnaire was developed to collect quantitative data. The quantitative data were analyzed using SPSS, mainly descriptive statistics. The qualitative data were collected through telephone interviews and focus group discussions, and analyzed using thematic content analysis (TCA). The study revealed a nuanced landscape of teacher beliefs regarding the integration of English Language and Literature within the CBE curriculum. While many educators expressed support for the integration, citing its potential to foster deeper linguistic competence, critical thinking, and contextual understanding, others voiced concerns about the practical challenges of its implementation, particularly in terms of assessment, resource availability, and teacher preparedness. The study has implications for the integration of English Language and Literature within the CBE curriculum.
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