Implementation of Integrated English and Its Effects on the Learner: A Case Study of Secondary Schools in Makindu Subcounty, Makueni County, Kenya

Abstract

The integrated approach to teaching and learning in our Secondary Schools has been lauded in educational literature as an approach which avoids fragmentation of knowledge and leads to holistic understanding of concepts. It is also considered to be a superior organization for cognitive learning since the human brain rejects learning what is fragmented. This approach was implemented in the teaching of English in secondary schools in Kenya in 1986. However, the practice has not yielded the anticipated results. The purpose of this study was to study the implementation of the integrated approach in the teaching of English in Makindu Sub County secondary schools. By the use of questionnaires and classroom observation schedules, data was collected from teachers and classroom practice, tabulated, analysed and evaluated to form major findings. The study established that there were minimal levels of integration in English lessons. There is a discrepancy in Kenya between the official English Language Curriculum and the implemented English Language Curriculum in schools. The study showed that although majority of the respondents were experienced teachers, not all received pre-service training for both English and Literature, and thus the need for professional development programs. The study recommended that KICD should review the Integrated English Curriculum and continuous teachers' professional development to be initiated.