Implementing Cognitive Apprenticeship in EFL Classrooms: "A New Paradigm for Enhancing English Language Teaching in Iraqi Secondary Schools"

Abstract

 This research examines the use of the Cognitive Apprenticeship Model (CAM) as a pioneering teaching method to improve the teaching of English in secondary schools in Iraq. Based on the principles of situated learning theory and constructivism, this study focuses on different components of the model (i.e. modeling, coaching, scaffolding, articulation, reflection, exploration) and how each of these may best be fitted to teaching English as a foreign language. The study critiques the use of traditional teaching practices and advocates for teaching practices that are interactive, that are student-centered, and that foster authentic learning and language use. The study integrates theory and practice in a way that, from a holistic perspective, cognitive models of apprenticeship may help to close the gaps that currently exist between theory and practice in teaching English as a second language. The study concludes that the implementation of CAM helps students to become more self-directed and proficient in English and provides for the greater engagement of teachers in their teaching. Some suggestions are offered as to how the CAM model can be incorporated into the curriculum and structured within teacher professional development initiatives in Iraq.