Abstract:
The legacy of colonialism regarding the pedagogy of English as a Second Language (ESL) has entrenched the use of received methods and age-old approaches without any regard for the local Zimbabwean cultures and their ethos. Those approaches were designed elsewhere for purposes unrelated to the bilingual contexts of Sub-Saharan Africa, including Zimbabwe. Instead, since curriculum climate is ever-changing, there should be a re-look at how ESL teachers are developed so as to enable their learners to become more proficient in English. This proficiency would better come from socio-cultural approaches that consider learners’ local needs that would make them appreciate ESL as a means of communication relevant to their situation. This paper investigates the efficacy of the Post-method pedagogy in improving student teachers’ classroom practices in ESL during Teaching Practice (TP). It attempts to hear the voices and agency of participants in order to understand the intricate process of teaching, mentoring and supervising student teachers. The study focuses on theory-practice gaps in ESL pedagogy during TP.Three groups of participants comprising even student teachers, seven mentors and seven lecturers, respectively, were purposively sampled and took part in the study. Data were collected from the three groups through semi-structured interviews and focus group discussions. Thematic data analysis was used to identify, analyse and report patterns of gaps in methodologies. Results confirmed that there were theory-practice gaps in ESL instruction based on age-old ESL approaches.The paper recommended that teacher development programmes adopt socio-culturally sensitive approaches including Post method framework in order to bridge the theory practice gaps.
