Implementing integrated english curriculum in Nyakach Sub-County, Kisumu County, Kenya

  • strict warning: Non-static method view::load() should not be called statically in /home4/vibu/public_html/ on line 906.
  • strict warning: Declaration of views_handler_argument::init() should be compatible with views_handler::init(&$view, $options) in /home4/vibu/public_html/ on line 744.
  • strict warning: Declaration of views_handler_filter::options_validate() should be compatible with views_handler::options_validate($form, &$form_state) in /home4/vibu/public_html/ on line 607.
  • strict warning: Declaration of views_handler_filter::options_submit() should be compatible with views_handler::options_submit($form, &$form_state) in /home4/vibu/public_html/ on line 607.
  • strict warning: Declaration of views_handler_filter_boolean_operator::value_validate() should be compatible with views_handler_filter::value_validate($form, &$form_state) in /home4/vibu/public_html/ on line 159.
  • strict warning: Non-static method view::load() should not be called statically in /home4/vibu/public_html/ on line 906.
  • strict warning: Non-static method view::load() should not be called statically in /home4/vibu/public_html/ on line 906.
Benard Odhiambo Bonyo, Dr. Benson Charles Odongo and Michael Okello Okwara

The use of integration as a pedagogical tool in the teaching of English language and literature subjects is a priority in Kenya. Despite the inception of the integrated English curriculum two decades ago, not all English language teachers use it as conceived by the curriculum developer, Kenya Institute of Curriculum Development (KICD). The Purpose of this study was to explore pedagogical experiences of teachers in implementing the integrated English language curriculum in Kenya, Kisumu County. Guided by Fuller’s Concern Based Adoption Model (CBAM) theoretical framework, this study utilized Concurrent Triangulation design under a mixed methods approach to establish the level of coverage on components of both language and literature and to determine the integration methods used by teachers of both language and literature in implementing the integrated curriculum. Saturated sampling design was used to select 110 subject teachers, 52 heads of departments and 52 principals currently implementing the integrated English curriculum to fill questionnaires. Purposive sampling was done to select 16 teachers for interviews. The Sub County Quality Assurance Officer was interviewed and document analysis done to corroborate and triangulate data. Quantitative data was analyzed using the Statistical Package for Social Science (SPSS) version 20 computer program to generate descriptive statistics while the qualitative data was analyzed using content, narrative, and thematic methods in line with the study objectives. The findings indicated that most teachers implemented certain aspects of the integrated curriculum in using the integrated approach. Subsequently, some teachers taught language and Literature as separate subjects and the various components of both subjects as separate. The study recommended a home-grown, school-based on-going preparation model for professional teacher development to succeed in implementing the official curriculum

Download PDF: 



           Prof. Dr. Bilal BİLGİN

Call for Papers - 2017

    submit your paper now

   Vol. 07, Issue 03, March 2017



Article Tracking



Get your Certificate

Copyright © 2016 International Journal Development Research. All Rights Reserved.