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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 14 of 14 1 Developing expertise through experience: Ideas for continuing professional develoment Maley, Alan; Bellarmine, Robert; Fanselow, John. - 2019 BASE Show details 2 Developing expertise through experience: Ideas for continuing professional development ... Maley, Alan; Bellarmine, Robert; Fanselow, John. - : Columbia University, 2019 BASE Show details 3 An invitation to teacher association research Kuchah, Kuchah; Smith, Richard. - : Centre for Applied Linguistics, University of Warwick, 2018 BASE Show details 4 Early English medium instruction in Francophone Cameroon:the injustice of equal opportunity Kuchah, Kuchah. - 2017 BASE Show details 5 English medium instruction in an English-French bilingual setting: issues of quality and equity in Cameroon Kuchah, Kuchah. - 2016 BASE Show details 6 Teaching large classes in difficult circumstances Shamim, Fauzia; Kuchah, Kuchah. - : Routledge, 2016 BASE Show details 7 Researching teacher associations Smith, Richard; Kuchah, Kuchah. - : Oxford University Press, 2016 BASE Show details 8 Researching with children Pinter, Annamaria; Kuchah, Kuchah; Smith, Richard In: ELT journal. - Oxford : Oxford University Press 67 (2013) 4, 484 OLC Linguistik Show details 9 From Bilingual Francophones to Bilingual Anglophones:The role of teachers in the rising 'equities' of English medium-education in Cameroon Kuchah, Kuchah. - : Palgrave Macmillan, 2013 BASE Show details 10 Context-appropriate ELT pedagogy : an investigation in Cameroonian Primary schools Kuchah, Kuchah. - 2013 Abstract: Over the last two decades, many ELT professionals and researchers have called for contextually appropriate forms of ELT pedagogy to be developed, arguing that the dominant discourse on ELT methodology, as promoted by local Ministry of Education (MoE) policy makers around the world, has been largely generated in ideal (North) contexts and so does not reflect the challenging realities of the majority of language teaching and learning contexts in which they are being imposed. Despite these calls, there has been very little research that shows how contextually appropriate ELT pedagogies can be developed. To fill this gap, there is a need for research that develops from the bottom-up by relying on input from teachers and learners who constitute the major stakeholders in the teaching and learning process. This study, therefore, set out to investigate students' and teachers' perspectives regarding what counted as good and appropriate English language teaching in two English medium primary school contexts in Cameroon. To achieve this, data was collected through classroom observation, friendship group interviews with children and stimulated recall with teachers from six English medium primary schools from Yaounde and Buea. A further two-day workshop group discussion based on videoed lessons from the six classrooms was organised with 30 teachers in both research sites. The findings of this study revealed that teachers and students possess shared, but also - in some respects - divergent notions of good/appropriate ELT pedagogy which are largely different from MoE enforced methodological procedure, and it is these notions - rather than what the Ministry says - that have the biggest impact on their experiences and practices. The study also revealed that, in exploring insights into their, as well as students’ perspectives on good teaching, teachers in the workshops were able to develop new ideas about appropriate teaching which took on board ideas from children’s perspectives as well as successful practices from the videoed lessons of their colleagues. These findings highlight the potential contribution of a bottom-up research approach to teacher development which takes account of context in the process of generating and disseminating good practice. Keyword: LB1501 Primary Education; PE English URL: http://webcat.warwick.ac.uk/record=b2692828~S1 http://wrap.warwick.ac.uk/58585/ http://wrap.warwick.ac.uk/58585/1/WRAP_THESIS_Kuchah_2013.pdf BASE Hide details 11 Was this an interview? Breaking the power barrier in adult-child interviews in an African context Kuchah, Kuchah; Pinter, Annamaria. - : The Institutes for Educational Research in NSW, NT, SA and WA, 2012 BASE Show details 12 Pedagogy of autonomy for difficult circumstances: from practice to principles Kuchah, Kuchah; Smith, Richard. - : Routledge, 2011 BASE Show details 13 Early bilingualism in Cameroon: where politics and education meet Kuchah, Kuchah. - : Garnet Education, 2009 BASE Show details 14 Developing as a professional in Cameroon: challenges and vision Kuchah, Kuchah. - : Palgrave Macmillan Ltd., 2008 BASE Show details

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