Knowledge about Language and Testing
DATA ANALYSIS
The Use of KAL in Teaching
The questionnaire revealed that all teachers in the sample believe that they do try to incorporate KAL in the teaching process. To the question “Do you use your knowledge about language in the actual teaching process? ” all thirty teachers declared that they do. As evidence of this the teachers were asked to provide examples of how KAL is used in their teaching. This was an open-ended question that required the teachers’ free response. The following examples capture the nature of most of their responses.
1. I am aware that there are two languages in Jamaica. I know that the Creole is a language just like French or English because I can identify the characteristics of language. With this awareness I can show my students that Creole is a language. I am also able to guide the students in comparing Jamaican Creole with Jamaican Standard English and to show that nothing is wrong with their first language. This helps them to develop appropriate attitudes towards the language varieties.
2. What I learnt about communication competence tells me that I need to focus on all the language arts skills: listening, speaking, reading and writing.
3. From the theories of second language learning, I learnt that I need to cater to the needs of my students since students learn according to ability and background. This knowledge guides my selection of reading material and instructional methodology.
The interview responses were very similar to those given in the questionnaires. The view that language methodology must be “based on how language is learnt” ( Gass and Selinker 1993, p. 2), seemed to be widely endorsed by these educators. All the interviewees spoke of communicative competence, the whole language and second language approach to the teaching of English. Below are a few of the examples of what the interviewees actually said.
1. I use the knowledge I learnt in socio-linguistics and the nature of language classes to encourage my students to see that nothing is wrong with their first language. I need them to accept and appreciate their language so that they will be motivated to talk freely despite their limitations in the use of English.
2. If my students are to achieve the goal of communicative competence, which I learnt about in college, I need to allow them to listen, read, speak and write in realistic contexts. The students are encouraged to speak and write in various meaningful contexts. There are activities such as role-plays and commentaries on news items and material from literature texts.
3. I learnt about the importance of motivation in second language learning. This is especially important in the Jamaican context because of the status of the Creole. This knowledge leads me to use aspects of the students’ culture in my teaching. Dub poetry, aspects of reggae music as well as significant words and phrases from the Creole are utilized. These help to maintain interest and motivate the students to fully participate in the class exercises.
4. I know the various theories of second language learning. An important aspect of what I know is that the students’ experience and background must be taken into consideration. Thus in selecting material for reading comprehension, I try to include material that is culture specific. When unfamiliar material is used I assist students by trying to create a link between the students’ prior knowledge and the new experience.
The class visits endorsed the information given during the interviews. There was indeed evidence of a second language communicative approach to language teaching. This was seen in the type of material used for comprehension passages, journal writing activities, role-playing and the provision of contexts for written and speaking exercises.
