Reflexive inquiry and reflective practice: Critical reflection and pedagogy in English language teaching.

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dc.contributor.authorKrishnamurthy, Sarala
dc.date.accessioned2009-12-01T10:30:39Z
dc.date.available2009-12-01T10:30:39Z
dc.date.issued2007
dc.description.abstractThere is an ongoing debate on learners’ poor performance in English at the NUST. The main challenge that the institution faces to train faculty is addressed by the Centre for Teaching and Learning (CTL) which has an Academic Support Unit in charge of organizing teacher training workshops, special lectures and several other activities. While some members of staff believe that it is impossible to mark a test without taking cognizance of the language in which it is written, others distinguish between form and content and choose to ignore the language component of a test. This discrepancy of thought has led to skewed results with students scoring brilliantly in their content subjects like Mathematics, Business Management courses, etc, and failing in English. The current state of affairs begs the question: what do we focus upon in our teacher training programs: is it on language or on content?en_US
dc.identifier.citationKrishnamurthy, S. (2007). Reflexive inquiry and reflective practice: Critical reflection and pedagogy in English language teaching. Nawa Journal of Communication, 1(2), 14-22.en_US
dc.identifier.issn1993-3835.
dc.identifier.urihttp://hdl.handle.net/10628/16
dc.language.isoenen_US
dc.publisherNUST, Department of Communication.en_US
dc.subjectReflexive inquiry
dc.subjectReflective practice and teaching
dc.subjectCritical thinking
dc.subjectEnglish language - Study and teaching
dc.titleReflexive inquiry and reflective practice: Critical reflection and pedagogy in English language teaching.en_US
dc.typeArticleen_US

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