The Promise of Integrated English Curriculum: Principals’ and Teachers’ Reactions and Reflections

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dc.contributor.authorMagoma, Charles M.
dc.date.accessioned2015-06-08T12:46:27Z
dc.date.available2015-06-08T12:46:27Z
dc.date.issued2015
dc.descriptionThis paper was presented at the International Conference on ‘Re-Engineering Education for Sustainable Development’ held on 18th – 20th May 2015 at Kenyatta University Conference Centre (KUCC) Nairobi, Kenyaen_US
dc.description.abstractThe current Kenyan secondary English curriculum (2002) has adopted an integrated approach not only to teaching, but also to the assessment of English language and Literature. This re-organisation is meant to improve the standards of teaching and performance in English. However, national performance in integrated English has remained consistently below average, contrary to expectations. This paper is based on a research that was conducted in Nairobi. The study combined quantitative and qualitative data collection methods and collected data by means of a questionnaire, interviews and observation. Data was collected from 101 teachers of integrated English and 20 principals. Further, the heads of English at Kenya Institute of Curriculum Development, Directorate of Quality Assurance and Standards and Kenya National Examinations Council were interviewed. Raw data collected from questionnaires, interview and observation schedules was organised into significant patterns so as to easily interpret and understand the essence of the data. The study revealed that despite the promise of the re-organised English curriculum, teachers were teaching the integrated English curriculum without proper understanding of the methodology involved. Consequently, they faced difficulties and resorted to teaching English language and Literature as two separate subjects. The study concluded that there has been no effective implementation of integrated English curriculum in Nairobi North Sub-county as was/is intended by the curriculum developers. The study recommends that continuing professional support be given to teachers of integrated English curriculum in the form of in-service training and other forms of support for the promise to deliver.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.citationInternational Conference on ‘Re-Engineering Education for Sustainable Development’ 18th – 20th May 2015en_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/12819
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.subjectCurriculumen_US
dc.subjectIntegrationen_US
dc.subjectIntegrated Approachen_US
dc.subjectIntegrated Curriculumen_US
dc.subjectIntegrated English Curriculumen_US
dc.subjectCurriculum Implementationen_US
dc.subjectTeacher Reflectionsen_US
dc.titleThe Promise of Integrated English Curriculum: Principals’ and Teachers’ Reactions and Reflectionsen_US
dc.typeArticleen_US
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