1st Edition

African Perspectives on the Teaching and Learning of English in Higher Education

    286 Pages 11 B/W Illustrations
    by Routledge

    This book brings together the work of African scholars and educators directly involved in initiatives to improve the teaching and learning of English in higher education across Africa.

    Offering alternative perspectives across different African countries with examples of decolonised practice in research, the book provides a critical discussion and examples of successful practice in the teaching of English in Africa. Each chapter of the book reports on a specific context and a specific teaching and/or learning initiative in higher education, with emphasis on comparability of information and on clear evaluation and critical analysis of the intervention. The editors offer a thoughtful comparison of different methods, strategies and results to provide an authoritative reference to effective strategies for English teaching and learning.

    The book paints a cohesive picture of the field of English language teaching in Africa and will be of great interest to researchers, scholars and postgraduate students in the areas of applied linguistics, English teaching and comparative education.

    Part 1: Setting the scene 1. Challenges of teaching and learning English in higher education in Africa Alexandra Esimaje, Bertus van Rooy, ‘Demola Jolayemi, Daniel Nkemleke and Ernest Klu  Part 2: Teaching strategies 2. Teaching English Language in SNE Contexts: Problems and Prospects of Conversation Analysis-Based Approach Eniola Boluwaduro  3. Design and teaching of academic writing in tertiary education in Cameroon Daniel A. Nkemleke  4. Integration of information communication technologies (ICTs) in teaching communication skills at a state university in Zimbabwe: Lecturers’ perceptions and experiences Rugare Mareva  5. Examining the use of Technology in Literature Teaching and Learning at University in Uganda Dorothy Atuhura and Rebecca Nambi  6. Multimodal representation and its implication for reading and writing practices Thifhelimbilu Emmanuel Sikitime  Part 3: Teacher Training 7. A survey of university lecturers’ attitude and approaches to English language grammar teaching in selected universities in East Africa Gerry Ayieko  8. ESL teachers’ professional development as a Catalyst for Effective ELT in the Post Covid-19 Africa: The case of Nigeria Adejoke V Jibowo, O. Ogunniyi & Segun Omotosho  9. Teaching English in Nigeria: Incorporating Standard Nigerian English into the Higher Education Curriculum Kingsley O. Ugwuanyi & Folajimi Oyebola  10. From ‘common’ English Language teachers to experts: An approach to dealing with classroom challenges in Cameroon Eric Enongene Ekembe  Part 4: Learner development 11. Formative feedback in a writing programme at the university of Ghana Jemima Asabea Anderson & Elijah Alimsiwen Ayaawan  12. Understanding English vague expressions as second language learners Thompson O. Ewata, Bolanle I. Akeredolu-Ale & Babatunde I. Awe  13. Standard English speech pitfalls of ESL/EFL student-teachers in Cameroon: theorising effective teaching of pronunciation in non-native settings Michael Etuge Apuge  Part 5: Solutions and conclusions  14. African solutions to the challenges of teaching and learning English in higher education Alexandra Esimaje, ‘Demola Jolayemi and Bertus van Rooy


    Alexandra Esimaje is Professor of English and Applied Linguistics, Benson Idahosa University, Nigeria.

    Bertus van Rooy is Professor of English Linguistics, University of Amsterdam, The Netherlands.

    ‘Demola Jolayemi is Professor of English and Digitised Linguistics, University of Africa, Nigeria.

    Daniel Nkemleke is Professor and Chair of Department of English, Ecole Normale Supérieure (ENS), University of Yaounde 1, Cameroon.

    Ernest Klu is Educational Linguist and Professor of Academic Literacy, University of Venda, South Africa.