Instructional Practices And Challenges In Secondary English Language Teaching: Implications For Development Of Benchmarks In Kenya
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Date
2014-11
Authors
Gathumbi, Agnes M. W.
Bwire, Adelheid M.
Roy-Campbell, Zaline M.
Journal Title
Journal ISSN
Volume Title
Publisher
Research Journal
Abstract
There have been concerns about the declining standards of English in Kenyan secondary schools. A study was
conducted to generate baseline data that would guide development of English language benchmarks. Its aim
was to identify difficulties or challenges teachers of English face when teaching English and areas of focus for
improving the teaching and learning of English in Kenyan secondary schools. The study also aimed at
establishing areas of learners’ weaknesses. Data were collected using a questionnaire. Findings indicated
teaching and learning of English would improve if based on set standards. There is also need to revisit teacher
preparation and professional development programmes, with the aim of improving teacher training and
addressing the identified challenges. Teacher educators’ training capacity is lacking in some skills and needs
to be developed further.
Description
A Research Article in Researchjournali’s Journal of Education
Keywords
Instruction, Benchmarks, Policy, Integration, Academic language
Citation
wire, A. M., Gathumbi, A. M. W & Roy-Campbell Z. M (July 2014) “Instructional Practices and Challenges Faced in English Language Teaching in Secondary Schools in Kenya: Implications for Development of Literacy Benchmarks.” In Researchjournali’s Journal of Education. Vol. 2, No. 11 November 2014. ISSN2347 -8225