Abstract:
In this paper, I discuss the challenges faced by English as second language (ESL) teachers in real classroom situation in East Africa despite their possible adequate training and innovativeness. I am going to talk about the experience in a Kenyan primary school where I teach because most of these challenges are contextual. Evidence from literature validates the notion that the teacher is the most critical participant in an educational reform, particularly in one that touches on what goes on in the classrooms (Mundy, 2008). However, their training and innovative skills is a necessary but not sufficient condition for effective learning. There are other prevailing conditions which pose a challenge to the teacher hence impeding learning……..
