Interpersonal communication skills nurtured among preservice English language teachers : a case study of a selected University in Uganda.

Abstract

This qualitative study investigated English Language Teacher Trainers' strategies for developing Interpersonal Communication Skills in teacher trainees at a University, Uganda. The study responded to secondary school learners' communication deficiencies manifested in several unpleasant ways, including clashes between students, confrontations with teachers within classrooms and school premises, and even the alarming occurrence of school-related arson leading to loss of life and property. Theoretically the study is grounded in Barnlund's Transactional Model and Bruner's Scaffolding theory. The objectives were: 1). To explore the aspects of politeness and polite expressions English Language Teacher Trainers nurture in teacher trainees in order to promote interpersonal relations. 2). To ascertain how English Language Teacher Trainers cultivate confidence teacher trainees in order to promote their self-concept. 3). To examine the skills of emotional regulation English Language Teacher Trainers cherish among teachers so as to harness constructive dialogue, and 4). To analyse how English Language Teacher Trainers engage the conscious use of the nonverbal cues in teacher trainees in order to encourage intercultural alliance. Precisely, the study explored English Language Teacher Teachers’ pedagogies for cultivating politeness, confidence, emotional regulation, and nonverbal cues. Twenty-five participants, four English Language Teacher Teachers and twenty one Preservice English Language Teachers were purposefully selected. The findings revealed that English Language Teacher Teachers employed modelling, counselling, and mentor ship to foster Interpersonal Communication Skills, despite curriculum gaps. Effective pedagogies combined teacher-centered and learner-centered approaches but also highlighted Institutional challenges such as disproportional lecturer-student ratios, student absenteeism and grade-centered attitudes. The study recommends a focus on integrating Interpersonal Communication Skills into English Language teaching curriculum, revising assessment strategies, improving lecturer-student ratios and adopting reciprocal-centric pedagogies. Thus, the study advocates for enhancing teaching practices, policy implications, and future research. Key Words: Interpersonal Communication Skills, Language Teaching, Communication Skills, Teacher Training, English Language Teacher Trainers, Pre-service English Language Teachers, Teacher Education, and Pedagogical Competences