The construction of the overarching task theme (i.e Appendix (A))

The writing of the preliminary task illustrations, as discussed in the previous section, in tandem with my previous educational experiences as a graduate of Kiswahili programmes (as I discussed in section 1.8.1, on page 17), introspectively, I constructed an overarching task in a broad thematic area illustrated as Appendix (A) (cf. Nunan 2004: 25). This theme can be considered as suitable for Senior One and Two learners in Uganda (equivalent to the South African’s high school learners in Grade Eight and Nine, respectively), given that it generally reflects several educational and extra curriculum activities that learners in this educational phase often do.

For the purpose of considering learners’ interests in syllabus design as well as in the ultimate appropriateness of the syllabus to the same learners (as will be discussed in section 2.4.5.3, on page 87; cf. Rahimpour 2010: 1663), I developed the overarching task theme in a way that involves only four participants (as indicated in the last sentence of the first paragraph of Appendix (A), on page 491. For example, with regard to space constraint and representational reasons, this number (of four participants) is sufficient given that these learners can easily organise themselves into two pairs (see Breen 1987a: 167; Robinson 2001b: 32; Willis & Willis 2007: 167; cf. Van den Branden 2016: 173), that can foster negotiation of meaning as an attempt to agree and disagree on particular issues in the performance of a given task while the teacher and the rest of the class observe.

In light of the above and in relation to issues of gender considerations, the four participants were composed of two females (Ndunamiwe & Nnamusoke) and two males (Kirumira & Sajile) students (see section 1.8.1.2.2.1, on page 24, on the selection of other participants and their corresponding roles). In general, the overarching task theme requires the four participants to individually prepare proposals. In this study, these proposals are also referred to as real-world tasks or STDs, as they occur in sections 1.1.1, 2.1.1, 3.1.1 & 4.1.1, on pages 444, 445, 447 and 451, in Appendix (A-ii) suggesting to the class on visiting some tourist destinations, as shown in the last sentence of the first paragraph in Appendix (A). In summary, it can be noted that involving learners (participants), as part of the overarching task theme suggests that themes consider learners’ needs and interests as crucial in syllabus design decisions. As Willis and Willis (2007: 64) state that by giving the L2 learners chances to select their own topics, raise learners’ motivations in terms of decision making as a way of increasing their direct engagement in syllabus design decisions and material development.

1.8.1.2.1.1. The designing of task-descriptions (i.e. Appendix (A-i))

Recall that the above discussed overarching task theme (see Appendix A) requires four learners (participants) each to prepare a proposal (real-world task) suggesting to the class on visiting some tourist destinations. Before the real-world tasks (proposals) are developed, it is necessary to construct a task description for each proposal (these proposals occur as STDs in sections 1.1.1, 2.1.1, 3.1.1, 4.1.1, on pages 444, 445, 447 & 451, in Appendix (A-ii)). Therefore, to build on this requirement, I introspectively and purposely developed four main task-descriptions (they appear as sections 1.1, 2.1, 3.1 and 4.1, on pages 419, 420, 421, respectively, in Appendix (A-i)). Briefly, every task-description presents summarised narrations that each of the four identified learners is required to express in the real-world tasks (proposals). In other words, in this study, each task- description function, as (i) a framework from which syllabus designers can situate their ideas as they develop real-world tasks and pedagogical (learning) tasks (see section 3.4, on page 121, for the differences on these two types of tasks); (ii) as Shintani (2014: 286) puts it that task description provides instructions as guidelines that task participants (mainly learners) need to know and follow upon the performance of mainly pedagogical tasks.

Specifically, in this study, task descriptions have included topics that I obtained from Uganda’s secondary school curriculum subjects such as English language (Ogundipe & Tregidgo 1971, 1972; Barasa & Grant 1986; Grant & Wang’ombe 1997), Geography (Mwisaka & Nakabaale 2009), History (Kannamwangi 2011, 2012), Information and communication technology (Mburu & Chemwa 2004a,b), Kiswahili (King’ei 2009) and business related studies (Wood 1985; Butt 1995; Mutamba & Fatuma 2008a,b), as suggested by Willis & Willis (2007: 64). In addition, each task description entails participants to have information such as salutations and the educational and non- educational benefits of visiting particular destinations, specific activities that L2 task participants can do while in such destinations and the provisions of justifications for visiting a specific destination (see also Nunan 2004: 20). In order to reflect the authentic communication as experienced in natural settings, the constructed task descriptions are mainly transactional, formal (between learners and their teachers). This is intended to introduce L2 Kiswahili learners to communicate in the standard Kiswahili variety (i.e. Kiswahili Sanifu).

In addition, it should be noted that the design of the above four main task descriptions has been made in a way that part of the content of the last paragraphs in each of the first three task descriptions (cf. the first paragraph of section 4.1.1, on page 421, in Appendix (A-i)), provides for an alternative option that the rest of the class can decide on visiting in case the destination being presented is not favourable to the class. This provision is intended to also involve the rest of the

class (other than the four identified learners) into syllabus design decisions. As Ellis (2003b: 213- 214) points out, the view that when L2 learners are given opportunities to make decisions on a particular aspect in syllabus design processes, such opportunities project a positive implication on learners’ ultimate pedagogical practices. Therefore, from the part of the content of the last paragraphs of the first three task descriptions, it can be concluded that while there are valid justifications to visit other tourist destinations, it is clear that the whole class will visit the Entebbe town, whose simulated task dialogues occur as section 4.1.1, on page 421, in Appendix (A-i).

Given that the first three task-descriptions provide for visiting Entebbe Town (see section 4.1.1, on page 421, in Appendix A-i) and not any other destination, thus, the task-description of Entebbe Town has been designed in a way that, it is longer than the rest of the task -descriptions. This is because, it is this task-description and its associated STDs (see Appendix A-ii) that constitute a broader real-world task from which this study will choose only five of its dialogue segments for analysis purposes in term of interactional complexity, cognitive complexity as well as linguistic complexity, respectively (see Chapter Four).

1.8.1.2.1.2. The construction of simulated task dialogues (STDs) (i.e Appendix (A-ii)

To transform the above four task descriptions into real-world tasks through simulated task dialogues (STDs, as they occur in sections 1.1.1, 2.1.1, 3.1.1 & 4.1.1, respectively, on pages 444, 445, 447 & 451, in Appendix (A-ii)), I used mainly the introspective method and the existing literature (both online and print materials). The use of existing literature was of significance given that there are situations where such literature complemented the introspective method. In general, the existing literature was used to ascertain its authenticity of the introspective method and where necessary to provide information which is up-to-date.

For example, introspectively, I had to remember several teaching subjects that I studied mainly at the lower secondary school level. Thereafter, I had to physically look for books in, e.g. Geography, English, Agriculture, History and Commerce. These books were of great relevance given that I was able to retrieve information related to topic selection and learning contents in general, as they can be observed in the STDs. Similarly, having travelled widely by road around the East African region, I used my expedition experiences to reflect the kind of communications needs that learners would have on their way to, around and from Entebbe Town.

Regarding the existing research literature, I accessed online resources such as newspapers, private and public websites mainly to retrieve information about different educational and non-educational

activities that are carried out in particular locations that have been included in the STDs. In addition, I also accessed printed literature such as the teaching books as those mentioned earlier in this section, the 2008 syllabus (The Republic of Uganda 2008). In tandem, I also reviewed literature that illustrated how some tasks had been written/designed for different purposes and learners (see for example, RIE [1980] as cited in Johnson [1983: 137]; Nunan [2004: 29]; Willis & Willis [2007: 64-65 & 154]; Samuda & Bygate [2008: 9]; cf. Ellis’s [2003b: 219] themes and topic generator, as summarised in Table 3:8, on page 157).

In summary, it should be noted that in designing and constructing (writing) of the above-mentioned STDs, I took into consideration learners’ communication needs and their interests as suggested by Nunan (2004: 19-31). The needs were predominantly interactional between learners, and transactional between learners and their teachers (see, Loewen & Sato 2018: 295-296, for an in- depth analysis of characteristics interlocutors). In this way, learners are envisioned to be introduced to mainly standard Kiswahili variety, Kiunguja (see Mbaabu for the selection procedure of the Kiunguja variety).