Browsing by Author "Urassa, Bonaventure"

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    Prospects and challenges of using theater as a teaching approach in english language: a case of Ilala municipality secondary schools
    (University of Dar es Salaam, 2011) Urassa, Bonaventure
    This study aimed at investigating the prospects and challenges of using theater as a teaching approach in English language in Ilala Municipal selected secondary schools. The study put an analytical light on the extent to which theater as a teaching approach is understood by teachers and students in Ilala secondary schools, how it is implemented, its effectiveness and challenges. The study employed both qualitative and quantitative approaches. It was conducted in Ilala Municipality in Dar-es-Salaam region and it covered five secondary schools. A total of 276 respondents were included in the sample, including students, English teachers, academic masters, school heads, university lecturers, Teachers Training College tutors, education officials and student teachers. Data were collected through questionnaires, interviews, documentary reviews, observations and focus group discussions. The major findings revealed that the majority of the respondents admitted that theater approach had significant advantages in teaching English language in secondary schools. Unfortunately theater approach was rarely used by English teachers due to the challenges such as lack of skills for teachers in theater approach, limited time in English periods, overcrowded classes and lack of teaching and learning materials like text and supplementary books. Generally, it was concluded that theater approach was not used to a great extent in teaching English although the current English syllabus instructs the use of theater teaching approach indirectly through various activities like drama, storytelling, songs and games in teaching English in secondary schools. Lastly, this study suggests to the MOEVT that, English teachers should be oriented on using theater approach in teaching English, the number of students in a class should be manageable, lengthen time allocated for English periods, select intelligent students to pursue Teacher Training Courses and provide adequate teaching and learning materials. Also directives should be given to school heads to ensure drama and debate clubs are conducted in their schools to enhance students’ mastery of English language.