Approaches in Creative Writing Pedagogy in English in Upper Primary Classes in Kenya

Abstract

Creative Writing (CW) is a highly complex skill especially to learners who are non-native speakers of English. In Kenya, English is taught as a second language (L2) and is both an examinable subject and a language of instruction. However, over 62% of learners lack basic writing skills and fail to achieve writing competence at the end of primary course; Class 8. In Vihiga County, primary schools have persistently underperformed in CW with more than (70%) of Class 8 learners scoring below the average mean mark which is measured through imaginative composition writing. Despite the complexity of CW and underperformance, only a few studies are available and those conducted in Kenya have established that 60 % of teachers find it difficult to teach CW while 75% of learners find it boring. These have implications for pedagogy and students’ writing enthusiasm. The objective of the study was to explore the use of process, product and genre pedagogic approaches and their effectiveness in the development of CW skills. Archer’s theory of reflexivity which views writing as internal and external conversations and addresses the concerns of the individual and the social structures or ‘expected’ ways of acting in a particular context guided the study. This involves deliberating certain courses of action, deciding what might be feasible at the time of writing situation and then suggesting a solution to a CW difficulty. The study used qualitative exploratory research design and the study was conducted in Vihiga County. The data collection tools were Lesson Observation Schedule and Interview Schedule whose validity and reliability were tested through triangulation. From Class 6-8, 30 lessons in 10 purposively selected schools were observed and 30 teachers whose lessons had been observed were interviewed. Data were analyzed thematically through transcription, coding and identification of themes. The key finding was: inappropriate use of CW approaches due to teachers’ knowledge gaps on CW pedagogical approaches. The study recommended that teachers of English use product, process and genre approaches appropriately in CW pedagogy, and the Ministry of Education in-servicing of teachers on the CW approaches. The results are useful to teachers of English and Teacher Training Institutions.