The implications of language when teaching geomorphological concept and maps: addressing learner-teacher aerticulation gap in secondary schools of South Africa.

Abstract

Teaching and learning geography in many countries requires qualified teachers who are prepared to teach any geography curriculum prescribed for Secondary schools. However, most of the geography teachers who have undergone all the administrative, academic, and training to become experts in teaching geography are still finding it difficult to comprehend the language of teaching and learning when teaching geomorphology and map work. The purpose of this study was to explore the implications of language teaching and learn geomorphological maps. The study followed a qualitative approach with a case study design. An interpretive paradigm was used to look at the knowledge and practice of teachers on language towards the teaching of geomorphological maps. Purposive sampling was used to select 12 geography teachers who underperformed on geomorphology and map work during academic years 2022 and 2023. Focused group and document analysis were used to collect data. Social Constructivism theory was used to give theoretical grounding to this study. The results of this study revealed that most geography teachers lack language foundational competencies of teaching and learning language to provide a proper linkage of geomorphology and maps. The study concluded that support of language enrichment in teaching and learning geography and local maps to schools as instructional digital materials is needed to promote quality teaching of geography. The study further recommends that geography needs to be paired with English in the university as a specialized subject to enhance pre-service language proficiency and pedagogical skills.