Exploration Of Strategies Used By English Language Teachers To Enhance Pupils’ English Language Learning In Primary Schools: A Case Of Rorya District In Mara Region

ABSTRACT

This study explored the strategies that primary school English teachers in Rorya District apply in enhancing the learning of English language among the pupils. The study was motivated by the fact that the District has different ethnic community languages; thus, teachers of English teach pupils with diverse linguistic backgrounds. In specific, the study identifies the strategies used by teachers to enhance learning of English and the effectiveness of the strategies used. Also, to assess the effectiveness of the strategies which English language teachers employ in pupils‟ language learning. It was based on the Social Constructivism Theory that centrally emphasises on learning through interactions. Using a descriptive crosssectional research design and the qualitative approach, data were collected from 106 respondents and later on analysed using the qualitative procedures. The findings indicate that English teachers employed external modification, motivation, use of role play, reinforcement, language modification and use of more knowledgeable adults to enhance learning of the English language. Though most of these strategies suitable for enhancing learning of English, they were limited by factors such as teachers‟ workload, lack of teachers‟ motivation, unconducive work environment and lack of specialized teachers in English. This particularly made these teachers unable to employ innovative ideas in bridging communication gap between them and learners. Following these findings, I recommend that the Government through its agents, like the inspectorate department, should assist in building teacher‟s motivation, designing materials and facilitate the teachers with the necessary skills and knowledge to teach the learners with the diverse linguistic characteristics.