Early Grade English Language Teachers’ Cognition about Language and Language Instruction: Survey Study Conducted in Ethiopian Context

Bultosa Mosisa

Abstract


Describing early grade teachers’ cognition about language and its instruction prompted the impetus of embarking on the present study. To achieve this purpose, survey research design was employed, and data was collected from 35 early grade English language teachers (population of the study) teaching at primary schools of Wayu Tuka district, East Wollega Zone, Oromia Regional State, Ethiopia. This population was comprehensively sampled and involved in the study. Quantitative data was collected using questionnaire, and classroom observation and introspective interview were employed in generating qualitative data. The numerical data was analyzed using descriptive (median) and inferential (correlation) statistics while thematic interpretative phenomenological analyses was used to analyze the verbally compiled data. Consequently, results of the analyses showed that the target teachers had confusions in naming their perceived cognition about language and its instruction. In spite of the confusions, results of the study evidenced that the teachers exaggerated perceived cognition about their actual practices of teaching the TL and using it in its instruction was not supported by their actual practices of using the TL for regulative and instructional functions of its teaching. These findings of the study have implications for both teacher education and development and research endeavors. 


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