THE STUDENT TEACHERS' LINGUISTIC REASONING PROCESSES
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2026-09-30
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NELIMA JUDITH
Abstract
This research report explores the linguistic reasoning processes of student teachers, focusing on
how they formulate linguistic questions, consult relevant sources and construct arguments. The
study was conducted at Busitema University, involving 32 student teachers from the Education
program. The primary aim was to understand the mechanisms underlying their linguistic
engagement to inform pedagogical improvements.
The problem addressed is the observed gap in student teachers' ability to engage deeply with
linguistic concepts which affects their teaching efficacy. The purpose was to analyze their
reasoning processes with specific objectives: (1) to examine how student teachers ask linguistic
questions, (2) to investigate how they consult linguistic sources and (3) to assess how they build
argumentation. Research questions included: What strategies do student teachers use to
formulate linguistic questions? What types of sources do they prefer and why? How do they
structure arguments based on linguistic evidence?
A mixed-methods approach was employed, including surveys, interviews and observation of
classroom activities. Data were analyzed using thematic analysis for qualitative data and
descriptive statistics for quantitative data. Validity was ensured through triangulation and ethical
considerations included informed consent and anonymity.
Findings revealed that student teachers often asked surface-level questions due to limited
exposure, primarily consulted online sources like dictionaries and academic websites and built
arguments through logical sequencing but struggled with evidence integration. Interpretation
linked these to curriculum deficiencies, suggesting enhanced training in critical linguistics.
Conclusions highlight the need for targeted interventions with recommendations for curriculum
reform, further research on digital literacy in linguistics and policy changes to integrate
reasoning skills in teacher education. This study contributes to improving student teachers'
linguistic proficiency, ultimately benefiting language education outcomes.
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NELIMA JUDITH