Challenges of critical pedagogy in English language teaching in Tanzania secondary schools
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Date
2013
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Dodoma
Abstract
This is a study report on challenges of CP in English language teaching in Tanzanian
Secondary schools. The report is organized in four chapters: introduction; literature
review, research methodology; study findings; conclusion and recommendations
respectively. The study involved the investigation on whether the CP approach is applied
in teaching English language in Tanzania, assessing the benefits and challenges where CP
is applied, and proposing appropriate strategies on adopting the approach into local
situations.
The study employs a case study design involving data collection which involved the use
of questionnaires, interview, documentary review and observation as the methods of data
collection. The other sources were the internet and newspapers. The data were analyzed
and have been presented in chapter 4 of this report.
The study reveals that CP is applied in few Tanzanian secondary schools in teaching
English language, and these few are private owned schools as the teaching and learning
environment in some of these schools somewhat favours the use of CP. The study depict
that 85 % of teachers know nothing about CP, 4% employ CP without knowing its
technical term and 11% know something about this approach. The study shows that CP
has a lot of benefits in teaching English language. It is student cantered approach, it
makes learning interesting and motivating, it makes students independent and confident,
etc, Despite these advantages, the findings also reveal some challenges of CP in ELT such
as lack of competence among teachers, lack of instructional media etc .The researcher is of
the opinion that the method that calls for critical literacy may be one of the factors that
might help to raise the performance of EL in Secondary School in Tanzania.
Description
Dissertation (MA Linguistics)
Keywords
English language, English language teaching, Secondary schools, Tanzanian Secondary schools, Critical pedagogy, Tanzania, English teaching challenges
Citation
Zacharia, K.J. (2013). Challenges of critical pedagogy in English language teaching in Tanzania secondary schools. Dodoma: The University of Dodoma.