Action Research on In-Service Teachers Training Programme to Reduce Portuguese L1 Use by English Teachers in Huambo, Angola
DOI:
https://doi.org/10.47133/NEMITYRA20260801b-A2Palabras clave:
Teaching English in English, Language Immersion, Target Language Use, Action Research, Professional DevelopmentResumen
This action research project explored how an in-service teachers training programme could help English language teachers in Huambo, Angola, reduce their reliance on Portuguese (L1) by promoting Teaching English in English (TEIE). TEIE encourages teachers to use English as the main language of instruction in EFL classrooms, based on the belief that more exposure to English leads to better language acquisition. Recognizing the need for more immersive English learning environments in Angolan schools, the study aimed to create conditions where students could interact more naturally in English. A qualitative approach was used, involving classroom observations before and after the training, along with the design and delivery of a tailor-made training course. This course focused on practical strategies to boost teachers' confidence in using English, integrate communicative activities, and manage the common challenges of minimizing L1 use. The project had four main goals: to understand the local challenges EFL teachers face, to design a relevant training program, to implement it effectively, and to assess its impact. Findings showed that although Angola’s Ministry of Education supports Communicative Language Teaching (CLT), its real-world application is still limited. When TEIE is applied, it significantly improves classroom dynamics and students are more engaged, communication becomes more authentic, and learners develop stronger functional English skills. Ultimately, the study found TEIE to be both practical and beneficial in the Huambo EFL context. It highlights the need for ongoing, context-sensitive teacher training and calls for greater investment in professional development. By supporting teachers in shifting to English-medium instruction, schools can create more effective and engaging learning environments that foster real language growth.
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Derechos de autor 2026 Mateus Cañoma Njele; Revista Ñemitỹrã
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