Development of a Framework for Teaching L2 English as a Situated Practice in Malawi

Abstract

In response to the demands of 21st century teacher preparation practices, this developmental study was instigated bythe need to employ appropriate strategies in the teaching of English as second language (L2) in Malawi. Usingsituated cognition theoretical construct as a basis, a framework for teaching L2 English as a situated practice wascreated. The development process was guided by views and practices of English methodology faculty members inMalawi’s five secondary school teacher training institutions.The study was conducted in three phases, firstly, analysis, where eight English methodology faculty members fromMalawi’s five institutions of higher learning were interviewed on the strategies they use to train pre-servicesecondary school teachers of English. Secondly, development, where the framework was created based on resultsfrom the analysis phase, and thirdly, evaluation and revision where the framework was reviewed and validated by asituated cognition expert and three of the faculty members who were interviewed in Malawi. Taking intoconsideration input from these four evaluators, the framework was then revised.