https://kerd.ku.ac.ke/handle/123456789/75 Sat, 01 Aug 2026 10:03:22 GMT 2026-08-01T10:03:22Z https://kerd.ku.ac.ke/handle/123456789/1407 Putting into Perspective the Integrative Approach to English Language Teaching in Kenya Barasa, Peter L.; Omulando, Carolyne Worldwide, the field of language teaching has in the last decade been going through a revolution with the quest to come up with methodological approaches that can be regarded as efficient to effectively facilitate the language instructional process. This has borne an on-going debate regarding which is the most effective method and in which direction should language educators go with regard to enhancing the language learning process. From this perspective, an examination of language teaching methods points at a period in the world of language teaching methodology where there was a move away from the concept of “methods” deemed to restrict the teacher to a particular set of instructional practices. Born from this awakening, the concept of “eclecticism” is taking root. Eclecticism advocates focus on language teaching procedures rather than language teaching methods. Among the approaches that are taking root in language instruction is the “integration approach” to language teaching. This approach has now taken deep root, a philosophy that informs innovative classroom practice of the language teacher. Given this orientation, our paper presents a conceptualization and an analysis of the integration approach to teaching language. The paper draws its thread of thought from literature on methodology and authors combined experience of ELT of 26 years. The aim of this paper is to provide direction toward successful and informed implementation of the integration approach at all levels of learning as provided for in the education system in Kenya. We offer a description of various forms of integration levels which we believe are likely to enlighten teachers of English in handling problems arising during the implementation process. We are certain that the perspectives raised here will provide a sound background to the understanding of language teaching practice in Kenya borne from the communicative approach, communicative language teaching and notional-functional approach syllabi and philosophies, and the advocacy for post-method approaches in language teaching which all form the basis for the integration approach A presentation published in the African Journal of Education, Science and Technology Fri, 28 Sep 2018 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1407 2018-09-28T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1383 Continuing Professional Development Needs for English Language Teachers in Kenya. Nyarigoti, Naom Moraa With the widespread use of English across the world, it has become essential to raise English language teachers’ awareness and sensitivity with regard to the strategies they need to deploy in designing their activities and adjusting their teaching so as to take into consideration the current status of English as a world language. Although many of these strategies can be learnt through teacher reflection, others such as subject knowledge matter, pedagogical expertise and understanding of curriculum and materials cannot. Professional development should therefore go beyond individual reflection to include new trends and theories in language teaching; familiarization with development in subject matter knowledge; and critical examinations of the way the schools and languages programme are organised and managed. This article discusses the views of teachers regarding the teaching of English in Kenya, what they consider as their CPD needs, challenges and suggestions for improvement. It makes use of data collected from interviews with teachers of English, policy documents as well as interviews with CPD providers who had direct influence on the teachers’ work. An article in the International Journal of Research In Social Sciences Tue, 01 Oct 2013 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1383 2013-10-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1249 Integrated Approach in Teaching English Language: The Practice in Kenya Beatrice, Manyasi N. The purpose of the study was to establish how the integrated approach was used in teaching cultural practices and English language skills in the set book novel: The River and the Source by Magaret Ogola. The findings revealed that teachers analyzed cultural practices in isolation without integrating the teaching of literature with the language skills of listening, speaking, reading and writing. Punctuation and grammar was also not taught. The instructional objectives focused on identifying and illustrating the cultural issues in the novel. Teachers emphasized on the cognitive domain ignoring the psychomotor and the affective domains, hence there was a disparity between curriculum developers’ expectations and classroom practice. An article in the International Journal of Education and Research Tue, 01 Apr 2014 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1249 2014-04-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1229 A Survey of Approaches Used in Teaching of Reading in Early Childhood Grades in Dagoretti and Westlands Divisions, Nairobi County, Kenya Marima, Esther W. Proficiency in reading has been identified as one of the most reliable indicators of whether a learner will attain the competence needed to achieve academic success and contribute actively to society. Research into the level of English Language proficiency in Kenyan primary schools has revealed significant levels of underperformance. The study examines reading strategies with reference to the teaching of reading to early childhood learners. The teaching of reading at the early stages is important because the quality of experience children get at this level affect or lay the foundation for reading development (Chall,1996). The teaching of reading in early childhood levels studied is therefore of great importance. The theoretical background used includes theories of literacy development and Stages of Reading selected for discussion in this study. The Literacy development theories by Holdaway and The Stages of Reading theory by Chall tried to guide, explain and predict the outcome of this study and have highlighted the role of the teacher and use of instructional strategies in early childhood levels. Research has shown that factors such as choice of instructional method, teacher experience and training, academic qualification impact on academic performance of the learner. Research has also identified appropriate strategies such as phonics and whole word in teaching of reading to enhance academic performance. The purpose of the study is to establish instructional approaches used by teachers in teaching of reading in selected schools in Dagoretti and Westlands Divisions of Nairobi County in Pre Unit and class three levels and use of phonics and whole word approaches. The study adopted the Descriptive research design using the survey method and observation technique.The semi-structured interviews were used as the main method of collecting data from the fourty early childhood teachers and twenty Heads of Department selected from the twenty selected schools. From the findings, the teachers used two main approaches, Phonics and whole word in teaching of reading in early childhood classes. The teaching/learning environments and instructional materials in the study do not depict the level of the learners. Since the instructional strategies available for teachers use in their classrooms are more than the teachers indicated, the study recommends that the training curriculum should be revised to include more instructional strategies. The study also recommends more involvement and collaboration between teachers, admininstrators and trainers when planning for training on teaching of reading approaches. Stakeholders to keep abreast with new developments in teaching of reading to effectively analyse new approaches. Finally teachers should be encouraged to carry out investigations on teaching of reading approaches in their respective classroom and to come up with approaches best suited for the learners. A thesis submitted in fulfillment of the requirement for the doctor of philosophy in early childhood studies in the school of education. Kenyatta University Sat, 01 Nov 2014 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1229 2014-11-01T00:00:00Z