Curriculum materials as a barrier to the use of communicative approach to English language teaching in EFL context: examples from Tanzania

Daud Nyinge,John Misana Biseko,Joshua Andilile Mwaipape,Majuto Manyilizu

doi:10.31940/jasl.v4i1.1868

Daud Nyinge, John Misana Biseko + Show 2 more

Open Access

https://doi.org/10.31940/jasl.v4i1.1868

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Abstract

This paper examines how curriculum materials act as a barrier to implementation of communicative Language Teaching (CLT) in English as a Foreign Language (EFL) context. It has been noted that several studies report some challenges of CLT in English language teaching. Consequently, some authors conclude that CLT is useless while others observe that the reported challenges are external weaknesses caused by users of the approach. In light of this debate, this study was conducted. Two questions were the focus of the study: how do curriculum materials respond to CLT? How does the actual use of the developed curriculum materials respond to principles of CLT? Drawing on the data obtained, authors of this study argue that curriculum materials are missing essential tasks which would facilitate a smooth implementation of CLT. Consequently, features of the traditional methods are dominating the practices. Authors advocate that it is unfair to argue that CLT is useless in EFL context but we have failed to design for it. Following the noted weaknesses, researchers recommend the adoption of task-based curriculum material design to ensure rich communicative activities in textbooks and classrooms as well.

Highlights

In today’s globalised world, English language has emerged and takes its position as a lingua franca, which facilitates communication among the people from diverse geographical and linguistic backgrounds
Results for this study are presented in a series which reflects the two research questions presented in section 1 above
These questions aimed at examining how curriculum materials respond to principles of communicative Language Teaching (CLT); and how does the actual use of the developed curriculum materials respond to principles of CLT

Summary

Introduction

In today’s globalised world, English language has emerged and takes its position as a lingua franca, which facilitates communication among the people from diverse geographical and linguistic backgrounds. Graddol (1997) links the dominance of English in the global communication to the lingering of British colonial activities in 17th – 19th centuries and the emergence of the US as a superpower nation in the 20th century. In the 17th – 19th centuries, Britain facilitated the wide spread of the language through implanting it in its colonies. Coming into the 20th century, the economic, technological and cultural influence of the US over other nations facilitated the wide spread of English. In the 21st century English kept on being promoted by the power of the modern globalization in which modern technology has ensured the link among people of all corners of the world

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