Problematic areas in the didactics of teaching and learning French as a foreign langauge in Kenya
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Date
2015-07
Authors
Mulwa, Harrison M.
Gathumbi, Agnes W.
Ayot, Henry O.
Journal Title
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Abstract
Performance in French as a foreign language (FFL) in secondary schools in Kenya had
declined since the year 2006. Student teachers entering university to pursue studies in French
are finding it more and more challenging to follow lectures delivered in French. Students’
performance in the national Kenya Certificate of Secondary Education (KCSE) examinations
seemed to have been affected when the examination format was changed to include testing of
communicative competence, in all skills. To rescue this situation, the need arose for the
teachers of French to use pedagogical approaches that would enhance communicative
competence in FFL teaching and learning. The Communicative Language Teaching (CLT)
approach had been adopted as a method for use in the teaching of FFL in Kenya. It was
observed from students’ performance that there has been a decline in performance in French
since this change. This implies there are problems in the implementation and/or application
of this approach. This paper is based on a study conducted to investigate the pedagogical
implications of use of the CLT in teaching of French in secondary schools in Kenya. The
objectives of the study were to: (a) establish activities that facilitate the application of the
CLT, (b) establish teachers’ preparedness in using the CLT, (c) find out other methods being
used to teach French, (d) identify the challenges faced by teachers and students of French and
how these were mitigated, (e) establish availability and use of resources for teaching and
learning of FFL. The descriptive survey design was used for the study. Ten schools in 5
Counties of the Central region of Kenya were sampled for the study. Other samples were 10
principals of secondary schools teaching French and 109 students of French. The instruments
for data collection were: a classroom observation guide, a teacher’s questionnaire, a
principal’s interview schedule and a students’ focus group discussion guide. A pilot study was
conducted prior to the main study. Data were collected and analysed qualitatively using basic
statistics. Inferential data were analysed using the chi-square. The findings of the study
showed there was a marked degree of omission in the teaching and learning of French. The
number of contact hours was found to be inadequate since French is a foreign language. Lack
of modern equipment and shortage of other resources had negative effects, in relation to use
of the CLT. The study also showed there was a difference between teachers’ knowledge of
theory and practice, with regard to CLT. Conclusions and Recommendations were made to
make teaching and learning of French effective in the attainment of communicative
competence.
Keywords: Communicative, Competence, Implementation, Teachers
Description
Presentation
Keywords
Communicative, Competence, Implementation, Teachers
Citation
Proceedings of the 4th International Conference on Education. Nairobi, Kenya: Kenyatta University, July 14-16, 2015