Implications for teaching high school English composition in Trinidad and Tobago, West Indies, from developing trends in the United States of America

Abstract

This study examined the developing trends in the teaching of high school English composition (composition and grammar) in the United States (US), in order to make recommendations to improve composition teaching in the secondary schools of Trinidad and Tobago. It is a descriptive historical study, in which detailed consideration was given to the structure of society in Trinidad and Tobago, the nature of the local dialects, the objectives of desirable standard English, factors influencing language development and change, theories on learning language, theories on the teaching of English and English composition, and the adaptability and suitability of trends in the US for secondary schools in Trinidad and Tobago. Consideration was also given to the usefulness of the General Certificate of Education (GCE) examinations of Cambridge and London, with focus on the results of the examination for the preceding 10 years, as well as required standards, examiners' comments, examination objectives and philosophy, and suitability to Trinidad and Tobago. Among other findings, it was revealed that: 1) English as a subject of study needed to be seen as a body of knowledge and content possessing a structure and sequence of its own, 2) there was need for programmed instruction and audio-visual aids for teaching English composition, and 3) teacher education programmes and inservice training for secondary school teachers of English in Trinidad and Tobago would have to be provided if such teachers were to function effectively