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HISTORICAL OVERVIEW
In Botswana, the perspective of education as a national asset deserving to be accorded the highest priority cannot be overemphasized. Thobega (2014:5) is among the authorities who have strongly echoed the view held in Botswana of education as a tool for improving the quality of the lives of the citizenry: “(…) education enhances the quality of their lives and the scope of their reality and choices to progress and succeed”. Owing to the over-arching goal of making education to become oriented towards aiding efficient work-place productivity and social mobility, the government of Botswana had, over the years, embarked on efforts at diagnosing possible deficiencies inherent in the education system, as well as making suggestions regarding how those shortcomings could be 1 alleviated. Some major initiatives that government had embarked upon since the country obtained independence in 1966 are reflected in what has come to be regarded as the main blue-prints of the country’s education system: The Transitional Plan (Botswana,1966); Reports of the National Commission on Education (NCE) (Botswana, 1977 & Botswana, 1993); The Revised National Policy on Education (RNPE) (Botswana, 1994); ‘Vision 2016’ document, The Long-Term Vision for Botswana (Botswana, 1997).
Among the primary prognoses these documents raised in relation to the state of the education system in the country are:
(i) Lack of compatibility at the various levels (and tiers) of the education system
(ii) A teaching and learning (T & L) style that is too theoretical and / or academic in nature.
The RNPE (Botswana, 1994) laments the academic nature of the school curriculum in Botswana. Regarding the teaching of English as a second language (ESL), this report especially complains about the negativity of an ‘examinations English’ that is focused on promoting mastery of the individual elements of the language form over teaching for a ‘communicative objective’: […] language teaching and testing emphasize mastery and / or accuracy in using certain grammatical features to the detriment of developing skills in using the target second 2 language to reflect its social appropriateness in a variety of contexts.
CHAPTER ONE: OVERVIEW
1 Introduction
1.1 The context: Education in Botswana
1.2 English Language Proficiency in Botswana
1.3 Problem Statement
1.4 Research questions
1.5 Research Aim
1.6 Research Design and Methodology
1.7 Significance of the Study
1.8 Structure of the Study
CHAPTER TWO: COMMUNICATIVE–BASED TEACHING AND LEARNING
2.1 Introduction
2.2 Historical background…
2.3 Definition of concept
2.4 Functions of language
2.5 Communicative competence
2.6 Language Proficiency
2.7 Factors in effective Teaching and Learning
2.8 English as a Second Language
2.9 Spheres of English Learning and Use
2.10 English in Botswan
2.11 Communicative Language Teaching
CHAPTER THREE: MAJOR TECHNIQUES FOR A COMMUNICATIVE ORIENTED TEACHING AND LEARNING
3.1 Introduction
3.2 Theoretical issues
3.3 A Theory of Learning for the Theoretical Approach
CHAPTER FOUR: METHODOLOG
4.1 Research Design
4.2 Literature Survey
4.3 Quantitative Research…
4.4 Qualitative research
4.5 Research Site and Research groupSampling
4.7 Data collection
4.8 Data presentation and analysis
4.9 Ethical considerations
CHAPTER FIVE:PRESENTATION, ANALYSIS AND INTERPRETATION OF QUANTITATIVE DATA
CAPTER SIX: ANALYSIS OF QUALITATIVE DATA…
CHAPTER SEVEN: CONCLUSION
BIBLIOGRAPHY
APPENDIX A
APPENDIX B
