Inside the Classroom: Utilization of Communicative Language Teaching in Teaching of Oral Skills in English in Secondary Schools in Kenya
Keywords:
Oral Skills,, Curriculum Implementation,, Communicative Language Teaching Approach,, Communicative CompetenceAbstract
This paper examines the classroom practice of teachers of English in the utilization of the communicative language teaching (CLT) approach in secondary school in Kenya. These ideas are a product of a research study carried out in 2009-2010 in Lugari District, Western Province of Kenya. Important to note is that academic research plays a pivotal role in curriculum implementation and evaluation. A curriculum can be perceived from different angles: an instructional programme, a course of study or a plan for the education of learners. Conceived as an instructional programme, then it is an instrument for facilitating learning. Indeed, findings from research contribute immensely to decision-making, informing, evaluating and providing the way forward. Therefore, the results presented in this paper expose the situation as it is in practice, acting as an eye- opener regarding the pedagogical practice in English classrooms in Kenya based on the use of CLT. Grounded on Hymes theory of communicative competence, the study sought to establish the use of CLT in the teaching of oral skills and the challenges facing the use of CLT in language classrooms in secondary schools in Kenya. CLT advocates for provision of adequate opportunities for language practice, a prerequisite for achievement of fluency in language use. Founded on varied opportunities offered through learning tasks and activities in CLT, oral competence can be achieved. The findings revealed that CLT approach was used very minimally used in teaching of oral skills and teachers face a number of challenges that impede the use of CLT in the instruction of English. The findings contribute information necessary for curriculum implementation of the English language course in secondary schools in Kenya. This study therefore recognizes the teacher and classroom context as fundamental elements of curriculum implementation and evaluation, particularly based on the nature of pedagogical practices they engage in
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