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<p>Proficiency in English literacy skills is essential for a primary school leaver who must proceed with secondary education where English is used as the medium of instruction (MOI). A concurrent mixed-method and case study design were employed to explore the teachers’ pedagogical practices and assess the adequacy of the primary school leavers’ acquired English literacy skills. A total of 104 participants from eight (8) public primary schools selected from rural and urban areas in Tanzania were involved. In-depth interviews, open-ended questionnaires, a validated literacy skill test, classroom observations, and a review of curriculum documents were used to collect data for analysis. As for the literacy skill test, the <i>B1 level</i> of the Common European Framework of Reference (CEFR) was considered as the threshold proficiency required. Quantitative data were analysed using Spearman’s correlation, ANOVA, and measures of central tendency through STATA/MP 16.1 version, whereas qualitative data were thematically analysed. The study showed that teachers still used traditional language teaching techniques like lecturing, question and answer, translation, imitation, and drilling despite the syllabus-recommended Communicative Language Teaching (CLT) approach. It further reveals that the performance of school leavers on English literacy tests stood at an average of 50% for all literacy skills measured. Moreover, the pupils’ poorest performance in terms of <i>organisation/flow of ideas, grammar/spelling</i>, and <i>choice of vocabulary</i> literacy skills was evident for schools in rural areas. The study concludes that many primary school leavers acquired English literacy skills that were less than the expected threshold level for the learner’s smooth academic progression at post-primary education in Tanzania, according to CEFR standards and Cummins’ (1979) theory of Cognitive Academic Language Proficiency (CALP). The implications of the findings are discussed to enhance policy and transform English literacy practices in the country.</p>

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Assessing teachers’ pedagogical practices and adequacy of English literacy skills acquired by primary school children in Tanzania

  • 期刊论文

  • 发表日期：

    2025年2月20日

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  • Philpo John

摘要

Proficiency in English literacy skills is essential for a primary school leaver who must proceed with secondary education where English is used as the medium of instruction (MOI). A concurrent mixed-method and case study design were employed to explore the teachers’ pedagogical practices and assess the adequacy of the primary school leavers’ acquired English literacy skills. A total of 104 participants from eight (8) public primary schools selected from rural and urban areas in Tanzania were involved. In-depth interviews, open-ended questionnaires, a validated literacy skill test, classroom observations, and a review of curriculum documents were used to collect data for analysis. As for the literacy skill test, the B1 level of the Common European Framework of Reference (CEFR) was considered as the threshold proficiency required. Quantitative data were analysed using Spearman’s correlation, ANOVA, and measures of central tendency through STATA/MP 16.1 version, whereas qualitative data were thematically analysed. The study showed that teachers still used traditional language teaching techniques like lecturing, question and answer, translation, imitation, and drilling despite the syllabus-recommended Communicative Language Teaching (CLT) approach. It further reveals that the performance of school leavers on English literacy tests stood at an average of 50% for all literacy skills measured. Moreover, the pupils’ poorest performance in terms of organisation/flow of ideas, grammar/spelling, and choice of vocabulary literacy skills was evident for schools in rural areas. The study concludes that many primary school leavers acquired English literacy skills that were less than the expected threshold level for the learner’s smooth academic progression at post-primary education in Tanzania, according to CEFR standards and Cummins’ (1979) theory of Cognitive Academic Language Proficiency (CALP). The implications of the findings are discussed to enhance policy and transform English literacy practices in the country.