The study addressed a cognitive-affective gap in a primary English curriculum and noticed whether the curriculum, texts and class activities utilized empathetic and pro-social themes in teaching English language. The findings from the document review, interviews and observations revealed that the said themes were underrepresented in the…

The purpose of the study was to find out how teachers role modeled and taught empathetic and pro-social skills at the primary level. The study was qualitative in nature and followed a case study approach. Observations of regular English language classes were done from Grades 1-5 to see if class lessons incorporated the said themes and whether…