An appraisal of competence based English language curriculum implementation in secondary schools in Tanzania: the case of Kinondoni District

The purpose of this study was to appraise Competence Based English Language Curriculum implementation in selected private and government secondary schools in Kinondoni district. The investigation sought to examine teachers’ understanding of Competence Based English Language Curriculum in secondary schools; determine the extent to which teachers were prepared to handle Competence Based English Language Curriculum; determine teaching and assessment methods deemed suitable for Competence Based English Language teaching and learning and to identify the challenges and prospects of Competence Based English Language Curriculum implementation. The study was conducted in six secondary schools, three private and three government. The study was guided by CIPP model of evaluation. A total of 114 participants were involved in the study. Among them, 72 were students, 30 English language teachers, 6 heads of schools, 2 English Language Zonal Inspectors, 2 TIE English language curriculum developers, 1 District Secondary Education Officer and 1 English language official from NECTA. Stratified random sampling and purposive sampling techniques were used to obtain respondents. Data were mainly collected through documentary review, classroom observation, interviews and questionnaires. Research findings revealed that most of the English language teachers were not knowledgeable about Competence Based English Language Curriculum. Both teachers and students acknowledged the significance of Competence Based over Content Based Curriculum but employed traditional methods than interactive and transformative methods. Teachers implementing Competence Based English Language Curriculum in secondary schools were partially trained or not trained at all in Competence Based innovation. Assessment practices were mainly written exercises and oral questions that did not promote inquiry learning. Group work, projects, portfolios, self and peer assessments were unfamiliar to teachers. Implementation of CBELC generally faced different challenges like; inadequate T/L materials, lack of in-service training, large classroom size, lack of relevant textbooks and unconducive T/L environment. Constraints included classroom management, students’ background, overloaded curriculum, time limitation and lack of English language teachers. Although CBELC is founded on sound and rational premises of promoting the English language competences, its implementation remains a matter of speculation. The study recommends that MOEVT should provide quality teaching and learning resources; should conduct in-service training for teachers and improve teaching-learning materials to meet the requirements of Competence Based Curriculum approach.