https://space.mu.ac.zm/xmlui/handle/123456789/42 2026-05-07T02:41:40Z https://space.mu.ac.zm/xmlui/handle/123456789/236 Title: Innovation in Foreign Language Teaching and Assessment: A Literature Review Authors: Kaira, Gift; Mumba, Kasongo; Ngulube, Kapesha Abstract: In the past few decades, there has been a dynamic shift in language teaching methodologies. The teaching of foreign languages in particular has evolved from the traditional teacher - centred approaches to technology - based methodologies which promote innovati on and create an autonomous and motivated learner who is able to learn language for communication. Changes in technology have taken language teaching to another level, with innovation taking centre - stage. Through a review of literature from scholarly sourc es, the study analyses the recent innovations that have appeared on the foreign language teaching arena to make foreign language teaching more effective than ever before. In doing this, the article reflects upon current trends in foreign language teaching, innovation in assessment and conditions that are necessary for a successful implementation of innovations in the language classroom. The article further examines the merits and challenges which go with integration of these technology - based methodologies a nd how the challenges can be alleviated if learners have to reap maximum benefits. However, in the course of the review of literature, it has come to our attention that while the world of foreign language education has shifted to innovative teaching method ologies, some pockets of educators are lagging behind due to diverse challenges centred around failure to embrace change and the desire to remain in the traditional realm due to fear of the unknown. Other difficulties encountered are inadequate technology infrastructure or lack of resources to acquire relevant devices and unexplained reasons for innovation. All in all, this article views language education as a revolutionalised field whose impact should have long lasting communicative and cultural experienc es on the learners. Given the urgent need to take on board all foreign language teachers, the article ends with recommendations that institutions of learning should support innovation at all costs and that teachers should shift from their traditional peda gogies and embark on continuous self - training for innovation if they are to remain relevant and stay afloat in the 21st century. 2024-01-01T00:00:00Z https://space.mu.ac.zm/xmlui/handle/123456789/235 Title: The catholic Marianist brothers’ compulsory policy of religious education as a moral saver: a case of M atero boys’ secondary school in Lusaka district, Zambia Authors: Muyuni, Audrey Abstract: The article focuses on the contribution the Marianist Brothers made to moral and integral boys’ education in their education philosophy at Matero Boys Secondary School popularly known as MaBoys. Cox’s (1994) theory of phenomenology of religion was used to generate empirical data from the religious and lived experiences of the Marianist Brothers as well as the narrated stories from both former teachers and pupils of the first twenty - five years at MaBoys. The study was purely qualitative and allowed the socia l phenomena to speak in its social setting. Specifically, the study used a follow - up case study design to capture and understand the Marianist applied pedagogical practices in enhancing former pupils’ lives after leaving the school. Data was collected thro ugh semi - structured interviews and data analysis was done thematically from the merging themes. The findings indicated that Religious Education was the core of morality in provision of quality education. Further, findings revealed that RE was supplemented with other religious programmes which is the Marianist Brothers’ initiative to impart spiritual moral behaviour in the learners through assessments. Additionally, frequent observations made by both Brothers and teachers on virtues of Christian life in area s of prayer, devotion and charity affected the learners’ religiosity behaviour long after living the school. This was evident that Marianist imprint remained in the boys’ lives who became responsible citizens of the nation. The study recommends that RE sho uld be made compulsory at all levels in both faith based and public schools to promote moral values 2024-01-01T00:00:00Z