Ethiopian EFL teachers’ beliefs and practice in grammar teaching: From an analysis of culturally grounded belief systems and epistemologies to recommendations for a linguistically informed pedagogy Ghent University
This project focuses on EFL in Ethiopian secondary schools, where English is the medium of instruction. It offers: (1) an analysis of teachers’ beliefs and practices with regard to grammar teaching; (2) recommendations for an adapted pedagogy, which starts from existing teachers’ beliefs and is founded in a functional linguistic theory in which ‘meaningful grammar’ plays a central role.