Challenges of implementing the 2009 communicative language teaching syllabus in teaching EFL in Tanzania: the case of Sumbawanga municipality

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Date
2012
Journal Title
Journal ISSN
Volume Title
Publisher
University of Dar es Salaam
Abstract
The study focused on the Challenges of implementing the new A- level CLT syllabus which was introduced in 2009, replacing the 1996 Structural one. Its aim was twofold: exposing the emerged transitional challenges, which both English language teachers and students encountered in adopting the syllabus; and assembling stakeholders’ views on the effectiveness of the execution of the new syllabus. The targeted problems were those revolving around the syllabus content, instructional materials and the teaching strategies. The study was guided by the eclectic model for the Study of Foreign Language Classroom Teaching founded by Dunkin and Biddle (1974), Larsen-Freeman (1986), and modified by Kipacha (1994). Both qualitative and quantitative research designs were employed in this study. There were 109 Participants, consisting of 08 A-level teachers of English, 100 form six students of English and 01 MELSI. The modes of data collection were questionnaires, semi-structured interviews, observation and documentary review. The results disclosed that EFL teachers, whilst appreciating the new 2009 CLT syllabus as the right way to enhance students’ English language proficiency, faced many difficulties in implementing it in their classrooms. These difficulties stemmed from three factors: the syllabus content, instructional materials and the teaching strategies. The results suggest that, despite showing keen interest in change and being eager to identify with the CLT, teachers were not very optimistic about the complete adoption of CLT, and thus felt that only by overcoming the difficulties from those three sources, and by establishing more favourable conditions for the execution of CLT can both teachers and students truly benefit from CLT in their English language classrooms. The involved English language stakeholders suggested various actions to be effected to arrest the situation. Various measures to be taken were further suggested by the researcher before areas for further studies on CLT were proposed.
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Available in print form
Keywords
English language, Foreign language, Curricula, Secondary schools, Sumbawanga municipality, Tanzania
Citation
Mbalamwezi, P (2012) Challenges of implementing the 2009 communicative language teaching syllabus in teaching EFL in Tanzania: the case of Sumbawanga municipality, Master dissertation, University of Dar es Salaam. (Available at http://41.86.178.3/internetserver3.1.2/detail.aspx)