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Abstract This article is concerned with attitudes prospective teachers in Swaziland have towards the English language, the first official language and medium of instruction in schools. The study was based on the assumption that the attitudes teachers hold towards the second or foreign language they are teaching will filter down to their students—attitudes towards the language and culture, preparation for teaching the language, and general competencies in the language will either enhance and promote instruction or hinder it. Subjects evidenced positive attitudes towards English and were satisfied with English teaching methodology. Both integrative and instrumental orientations were important, but the former was weighted more heavily by the subjects.
Owen G. Mordaunt (Tue,) studied this question.