Challenges encountered by teachers in implementing the advanced level competence based English language curriculum in Iringa municipality-Tanzania

This study investigated the challenges encountered by teachers in implementing the ACSE Competence Based English Language Curriculum in Tanzania. Specifically, the study determined the extent to which advanced level English language teaching and learning process was competence based, investigated the constraints that teachers faced during the implementation of competence based English language curriculum, and examined the ways in which teachers coped with the constraints they faced. The study was conducted in Iringa Municipality. It used a descriptive design; schools and teachers were purposively selected and cluster sampling was used to get students. Five Advanced secondary Education schools that offer English language were studied. Thirteen teachers and 202 students responded to questionnaire. Responses from questionnaire were supplemented by classroom observation where the actual teaching and learning process was observed. The findings revealed that the teaching and learning process in the English language classrooms were dominated by the lecture method approach despite the advocacy by competence based education to the use of more participatory teaching and learning strategies such as role play and debate. There was no field work or project work done by students in the course of learning. The basic textbooks, reference books, dictionaries and language encyclopaedia were inadequate. For example, only the teachers had the copy of the 2010 ACSE English language syllabus. In response to the constraints, teachers employed the following: they used extra time to teach, some taught in less detail, some taught grammar and phonology, skipped some topics and others borrowed books from neighbouring schools. It is recommended that the schools procure resources such as textbooks to facilitate the teaching and learning. The Iringa municipality should conduct in-service training for teachers as they are the ones who put the innovation into operation. There is a need to have oral examinations at both school and national levels to ensure that the skills in speaking and listening are developed. The Institute of Education should ensure that curriculum innovations are tried before mass implementation for better results. It is further recommended that similar studies be conducted in other districts of Iringa at advanced level to see the implementation of ACSE CBE English language curriculum.