Abstract
Abstract This article is concerned with attitudes prospective teachers in Swaziland have towards the English language, the first official language and medium of instruction in schools. The study was based on the assumption that the attitudes teachers hold towards the second or foreign language they are teaching will filter down to their students—attitudes towards the language and culture, preparation for teaching the language, and general competencies in the language will either enhance and promote instruction or hinder it. Subjects evidenced positive attitudes towards English and were satisfied with English teaching methodology. Both integrative and instrumental orientations were important, but the former was weighted more heavily by the subjects.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of Multilingual and Multicultural Development
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
