This archive report was first published on 17 July 2020.
July 17, 2020
Teaching English in day secondary schools has been a daunting task for many educators. Despite the best efforts of teachers, students often struggle to acquire proficiency in the language.
One of the primary challenges is the limited exposure to English outside of the classroom. Many students come from homes where Swahili or other local languages are spoken, making it difficult for them to practice their English skills regularly.
Furthermore, the lack of role models and motivation among students can hinder their progress in learning English. Teachers often find themselves policing students to speak English, even outside of class, which can create a negative attitude towards the language.
According to a high school teacher in Vihiga County, students tend to appreciate Kenyan and African literature more than literature from outside Africa, as it is easier to relate to the culture present in the texts.
However, this can also create challenges in teaching and learning English. For instance, in Henrik Ibsen's A Doll's House, the character of Helmer constantly calls his wife pet names, which can be misinterpreted as loving and playful words. This can make it difficult for teachers to convince learners that Helmer's behavior is actually a sign of his ego and weakness.
The Covid-19 pandemic has also had a significant impact on the teaching and learning of English. With students staying at home for extended periods, the environment at home does not provide enough stimuli for English language acquisition, leading to a loss of previously acquired skills.
Teachers will have a huge task of re-strategizing on how to restore what has been lost and to find new ways to motivate and engage students in learning English.
As one teacher noted, 'It is only for them to change their attitude. This means that they require role models and motivation in and out of school.'
