| dc.description.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. | en_US |
