The Abolishment of Teachers⿿ Training Colleges and its Implications on ELT in Nigeria

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• 作者：Agnes Ada Okpe^a ; ^{agnesokpe@yahoo.com" class="auth_mail" title="E-mail the corresponding author} ; Martha Ada Onjewu^b
• 关键词：Teachers⿿ training ; Teachers ; Challenges ; ELT/ ESL
• 刊名：Procedia - Social and Behavioral Sciences
• 出版年：2016
• 出版时间：14 October 2016
• 年：2016
• 卷：232
• 期：Complete
• 页码：307-310
• 全文大小：90 K

文摘

ELT like any other venture is confronted with diverse challenges globally. Effective training of personnel is the bedrock for success in any endeavour. Where there is dearth of trained hands, effective teaching of English, especially as a second language, can be grossly inhibited. This study is based on empirical data from interviews conducted among about 100 ESL teachers/educators who were randomly selected. The paper chronically explicates the conscientious training of teachers in Teachers⿿ Colleges before the segment was abolished as against the current practice. The aim of the study therefore, is to show the difference between the performance of trained ESL teachers and those that are not; and the outcome of their performance. The research reveals a general decline in students⿿ performance after the abolishment of teachers⿿ colleges. The analysis among other things, shows that teachers who went through teachers⿿ training colleges are better equipped and produce better students, show more commitment to duty, deliberately chose teaching English as a career, more innovative at teaching, more keen on personal development, and above all, more sensitive to learners⿿ needs and more apt at providing solutions to those problems. Based on these findings, the paper recommends that for ESL to be effective in any region, the teachers must be consciously trained from the onset. Also, to tackle poor performance in English Language, those currently handling the course must be trained.