Implementation of Competence-Based Language Teaching Approach in Tanzania Lower Secondary Education English Classrooms

Abstract

This is a qualitative study which explored how potentials of the Competencebased language teaching (CBLT) approach were utilised by the English language subject teachers in Tanzania lower secondary schools. It employed a single case study design in which 67 participants consisted of 36 students; 24 English language teachers; six (6) heads of schools; and one (1) Municipal Secondary Education Officer (MSEO) were involved. Sumbawanga Municipality is situated in Rukwa region was selected for data collection. Data were collected through interviews, classroom observations, focused group discussions (FGDs) and documentary review; and the data were analysed using both content and thematic analysis methods. The study showed that English language teachers had inadequate understanding of CBLT; most teachers applied teaching methods which did not promote the language competence among learners; teachers who taught English subject relied on the traditional language teaching methods including lecturing, audio-lingua and grammar translation. With exception of discussion which was used, the CBLT techniques such as drama, debate, roleplay, cooperative learning, simulations, and inquiry-techniques like critical questioning recommended in the competence-based curriculum were not employed. It was also observed that the use of the traditional teaching methods was not enabling learners to acquire the intended language skills as expected of the curriculum. The study, recommends that teacher education curriculum at both universities and colleges should be improved to offer the prospective English language teachers with relevant skills in tandem with the competence-based language curriculum. There should also be a regular in-service training on CBLT to build capacity of the subject teachers who can implement the curriculum effectively.