Teaching Problems
PRIMARY SCHOOL TEACHERS AND THE PROBLEMS FACED WITH TEACHING THE ENGLISH LANGUAGE An analysis of the obstacles in the way of effective pupil-centred teaching and learning of the English language in Tanzanian government primary school with recommendations
Katy Allen MBE Director, Village Education Project Kilimanjaro
Presented at The Forum on Community of Practice of Learner Centred Learning in Tanzania held at the Tanzanian Episcopal Conference Centre, Kurasini 18th – 19th August 2008
PRIMARY SCHOOL TEACHERS AND THE PROBLEMS FACED WITH TEACHING THE ENGLISH LANGUAGE. An analysis of the obstacles in the way of effective pupil-centred teaching and learning of the English language in Tanzanian government primary schools with recommendations.
Katy Allen MBE Director, Village Education Project Kilimanjaro
Contents: Summary Backround Introduction Lack of good command of the English language both spoken and written History of English language teaching in Tanzania and the use of the NOEC How do children learn? The current situation and the root causes of the problems English for pre-primary, Standard I and Standard II Consideration of what is needed for good English teaching and learning for Standard III to VII (The New Oxford English Course) What can be done? Recommendations Bibliography Appendix 1 – Jean Piaget and the stages of cognitive development Appendix 2 – The NOEC and syllabi topics
Page 2-4 4 4-5 5-6 6-7 8-10 10-15 15-19
19-25 26-29 30-31 32 33-34
–1–
Summary: I have 14 years’ experience working in government primary schools through the NGO Village Education Project Kilimanjaro. It is apparent from working in the schools, from visiting the EQUIP programme in August 2007, and from conducting a district seminar and other training and observations that pupil-centred learning is not taking place on any significant scale in the teaching of English. Only an honest evaluation will assist any future development of primary English education. It is contended that
Katy Allen MBE Director, Village Education Project Kilimanjaro
Presented at The Forum on Community of Practice of Learner Centred Learning in Tanzania held at the Tanzanian Episcopal Conference Centre, Kurasini 18th – 19th August 2008
PRIMARY SCHOOL TEACHERS AND THE PROBLEMS FACED WITH TEACHING THE ENGLISH LANGUAGE. An analysis of the obstacles in the way of effective pupil-centred teaching and learning of the English language in Tanzanian government primary schools with recommendations.
Katy Allen MBE Director, Village Education Project Kilimanjaro
Contents: Summary Backround Introduction Lack of good command of the English language both spoken and written History of English language teaching in Tanzania and the use of the NOEC How do children learn? The current situation and the root causes of the problems English for pre-primary, Standard I and Standard II Consideration of what is needed for good English teaching and learning for Standard III to VII (The New Oxford English Course) What can be done? Recommendations Bibliography Appendix 1 – Jean Piaget and the stages of cognitive development Appendix 2 – The NOEC and syllabi topics
Page 2-4 4 4-5 5-6 6-7 8-10 10-15 15-19
19-25 26-29 30-31 32 33-34
–1–
Summary: I have 14 years’ experience working in government primary schools through the NGO Village Education Project Kilimanjaro. It is apparent from working in the schools, from visiting the EQUIP programme in August 2007, and from conducting a district seminar and other training and observations that pupil-centred learning is not taking place on any significant scale in the teaching of English. Only an honest evaluation will assist any future development of primary English education. It is contended that