Reasons behind the Failure of Teaching Sudan Practical Integrated National English (SPINE 5) In Sudan

Abstract

According to the development of English language learning and curriculum design, English language series became a very important issue that affects education globally and in Sudan in specific, this study reports reasons behind the failure of teaching SPINE 5 (which is one of SPINE series) from the teachers’ point of view in Bahry Locality in Sudan, 100 questionnaire papers were designed and distributed to English Language teacher in Bahry Locality, 83 of them were filled and returned, the questionnaires papers were analyzed using descriptive and analytical research methods using SPSS to find reasons behind the failure of Teaching SPINE 5 to help curriculum designers in Sudan find solution to these problems, the questionnaire is divided to six domains, 1) Teachers, 2) Pupils, 3) Curriculum and Textbook, 4) Teaching methods, 5) Activities, 6) Teaching and learning environment. The main findings of the study were 1) English language teachers are not specialized and not qualified enough to cope with SPINE 5. 2) Most of the English Language teachers do not refer to the teacher’s book to teach the four skills in their lessons plan. 3) Most of the teachers are not aware of the concept of integrated English curriculum as mentioned in SPINE series, and the book title doesn’t reflect its content. 4) Most of the teachers do not attend and observe lessons to other teachers in their school and need training. 5) SPINE 5 Textbook is too long to be covered in one academic school year, and its layout is not logical or attractive, moreover, it doesn’t widen students’ knowledge about western culture. 6) The four skills (listening, speaking, reading and writing) are sometimes taught separately and the same class is taught by more than one teacher, each teaches different skills. 7) No supplementary materials or teaching aids are used to teachSPINE 5. 8) Pupils background of English is weak and their seating is not comfortable and the classrooms are crowded, so it is too difficult to use communicative competence to develop their acquisition of language. It has been strongly recommended: 1) Employing English language teachers must be according to their qualifications, and a regular training programme should be set to train English Language teachers to make them aware about what is new in the pedagogy world. 2) Every pupil must be provided with a copy of SPINE 5 book in the beginning of the academic year to enable teachers and pupils achieve their tasks. 3) Teaching English language should be through British culture, according to the British environment not ours, and develop teachers’ language and ability within British culture training by sending teachers to England to have reinforcing courses in the English heritage not Sudanese or by organizing courses to be taught by British teachers with the collaboration with the British Council in Sudan. 4) Class-room must not consist of more than 40 students to help using communicative approach. 5) Raise the number of English periods to 6-7 periods a week instead of 5.