A phenomenological insight into the use of pandemic pedagogy in the primary English Language Arts Grammar class

Abstract

The Covid-19 Pandemic led to online teaching at all levels of education in Trinidad and Tobago. The teaching of all subject areas, including Grammar, had to be adjusted to suit this new educational paradigm. This study seeks to examine the pedagogical approaches to the teaching of Grammar at the primary level in Trinidad and Tobago during the Covid-19 period. The study utilized a hermeneutic phenomenological approach wherein the teachers were given an open-ended questionnaire covering aspects of teaching strategies employed during this pandemic. The findings reveal that while online teaching allowed for diverse teaching strategies, students’ over reliance on the grammatical tools made it challenging for teacher to determine whether they really grasped the concept.