Effect Of Teaching On Acquisition Of English Language Skills In Primary Schools In Busia County Kenya

ABSTRACT

Many children in primary schools are not able to achieve the necessary knowledge and skills in education because they lacked competencies in language. Lack of proficiency in English language may lead to failure in accessing the knowledge in that language. Further, without competence in language, many learners get disadvantaged during the learning process and beyond. Oladejo (1991) contends that there‟s hardly any doubt that the decline in the English proficiency affects the entire education system and is detrimental to the national growth of affected countries. Pupils in Teso North Sub County had not been achieving quality grades in English language at KCPE for many years. This raised concern on effect of teaching on acquisition of English language in primary schools in Teso North Sub County, Busia County. The objectives of the study therefore was to establish how children learned and acquired English language in primary school in Teso North Sub County, establish if the teachers had the skills and knowledge in teaching English language in primary school in Teso North Sub County, examined methods of teaching English language skills in primary school in Teso North Sub County and established impact of teaching/learning materials on teaching of English language in primary school in Teso North Sub County. This study was carried out using descriptive survey design. The target population was 95 public primary schools, 678 teachers in primary schools and 34,397 pupils in Teso North Sub County. The researcher used simple random sampling technique to sample 220 teachers of English language in 45 primary schools in Teso North Sub County. Questionnaire was used as a research instrument. Both qualitative and quantitative data were collected. Data was analyzed by use of descriptive statistics such us use of percentages, means, and frequencies. Qualitative data was organized according to emerging themes. The study will assist address gaps affecting the teaching and acquisition of English language skills. It attempted outline features of language development which stated that human infant engages in symbolic acts in the process of learning language. The study also found out children acquired first language naturally and that LAD enabled children learn other languages very easily. Mother tongue laid foundation for second language acquisition. This research also established that teachers played a big role in the teaching/learning of English. Since most children learn English in school, the schools needed to put in place mechanism to improve teaching/learning of English language, teacher competencies, methods of teaching/learning English language and impact of teaching/learning materials on teaching of English.. This study recommended that schools set rules to assist learners improve on their spoken English; this minimized the use of mother tongue in schools. The QASO to assess and re- evaluate teachers work in class; this helped improve teachers‟ skills in teaching English and hence enhance their classroom delivery. Schools also needed to step up internal school curriculum supervision to improve on teacher preparedness and implementation of the curriculum. This study assumed that all children had the ability to learn and improve listening, speaking, reading, and writing skills. This can be realized if teachers offered quality teaching. Children who are able to communicate in English also acquired quality grades at KCPE