An evaluation of the integrated approach to the teaching of English in secondary schools in Busia District, Kenya

Abstract

Reservations have been raised about the integrated approach to the teaching of English in secondary schools in Kenya since its introduction in 1985. The reservations, have however, not been based on any documented studies. The purpose of this study was to evaluate the integrated approach to the teaching of English in Secondary schools in Busia District. Objectives of the study were to: Find out stakeholders' conception of the integrated English language curriculum for secondary schools; assess the preparation of teachers of English to implement the integrated English language curriculum; investigate the use of integrated approach in English language lessons and in other subjects; find out the extent to which external evaluation of English language is based on the integrated approach; analyse English language textbooks to find out the extent to which they are based on the integrated approach; assess the extent of integration in the English language syllabus in terms of objectives, content, learning activities, teaching methods, suggested resources and evaluation procedures and; find out the challenges and opportunities available in improving the use of the integrated approach in English language teaching and learning. Saturated and systematic random sampling techniques were used to select 2~ full-time English language curriculum developers, 120 teachers of English and 1609 students in secondary schools in Busia District, Kenya. Data was collected using questionnaires.. interviews, classroom observation guides, focused group discussion guide and content analysis guides. Qualitative data was analysed by establishing .. ~ analytical categories from statements of respondents and calculating percentages per response. Cross tabulation of responses and calculation of percentages was done for. quantitative data. The study revealed that stakeholders conceived the integrated approach to the, teaching of English in conflicting terms. Teachers had not been prepared to implement integrated curriculum and classroom practice revealed low levels of integration. English external examinations for the years 2000 - 2006 were not much based on integration while that of 2007 adopted an integrated approach. Teachers of English found fault with the integrated approach while curriculum developers did not. A new shared integration model is recommended for the teaching of English in which both English and Literature would be core in the secondary school curriculum and taught as separate subjects using integrated approaches. This study is significant for a number of reasons. First, the data generated on the challenges of implementing the integrated approach to the teaching of English in secondary schools from the teachers' perspectives revealed the need to review this approach. Second, the shared integration model proposed might be found useful by curriculum developers in designing a revised English language syllabus. Third, the study contributes to the development of English language teacher education in Kenya by revealing areas of deficiency in teacher education. It provides insight on the need to review teacher education to reflect classroom realities in English teaching In secondary schools.