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Integrating Communicative Language Teaching Activities in Overcrowded Classrooms: Policy and Practice Issues in South Sudan Secondary Schools

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Interface between English Language Education Policies and Practice

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Abstract

In many ELT context, language education policy makers are quick to recommend the use of Communicative Language Teaching (CLT) approach for teaching English language in schools in order to develop learners’ competencies. However, policies are usually met by contextual factors that support or do not support the implementation of the approach prescribed by the policy. This chapter reports on the experiences of English language teachers in secondary schools in South Sudan. Six secondary English language teachers were interviewed in an effort to investigate the challenges faced, the strategies used to remedy these challenges, and how teachers understood the success of their strategies. Results showed that crowded classrooms negatively affected teaching and learning. However, teachers implemented strategies such as group work, debates, and student sampling to ensure all learners might have opportunities to participate in class activities.

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Authors and Affiliations

  1. University of Warwick, Coventry, UK

    Alex D. D. Morjakole

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  1. Alex D. D. Morjakole
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Editors and Affiliations

  1. Higher Teacher Training College (ENS), Université de Yaoundé I, Yaounde, Cameroon

    Eric Enongene Ekembe

  2. University of Arizona, Tucson, AZ, USA

    Lauren Harvey

  3. College of Arts, Sciences & Education, Florida International University, Miami, FL, USA

    Eric Dwyer

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Morjakole, A.D.D. (2023). Integrating Communicative Language Teaching Activities in Overcrowded Classrooms: Policy and Practice Issues in South Sudan Secondary Schools. In: Ekembe, E.E., Harvey, L., Dwyer, E. (eds) Interface between English Language Education Policies and Practice. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-14310-6_6

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  • DOI: https://doi.org/10.1007/978-3-031-14310-6_6

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-031-14309-0

  • Online ISBN: 978-3-031-14310-6

  • eBook Packages: Social SciencesSocial Sciences (R0)

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