English teachers’ experiences in the integration of language skills in outcome-based education: case study of four secondary schools in northern education division.

Abstract

Malawi introduced Outcome-Based Education in Secondary Schools in September 2015. Changes were noted within a short time, some of which were illustrious and some progressed too quickly. For instance, the English Syllabus, which previously promoted the integration of four language skills, namely listening, speaking, reading, and writing, now has six language skills, namely listening, speaking, reading, writing, critical thinking and reasoning, and structure and use of language. By design, the language skills inform each other and are to be integrated into lessons. As can be seen, the shift from integrating four language skills to six language skills was a significant jump and somewhat unrealistic. Suffice it to say that curriculum implementation should be done in feasible and manageable steps as we move away from current practice, also known as the Zone of Feasible Innovation. The study was qualitative and was conducted in four secondary schools in Northern Education Division. The aim of the study, was to explore the experiences English Second Language teachers have with integration of language skills in Outcome-Based Education. The sample comprised eight qualified English teachers who were sampled using purposive and convenience sampling. Data for the study were collected using lesson observations, voice-recorded interviews, and document analysis. The findings, however, indicate a serious gap, as most teachers have a limited understanding of Outcome-Based Education. This limited understanding, has made some English Second Language teachers to resort to traditional, teacher- centred methods of teaching and learning. It should be mentioned that effective English Second Language teaching requires educators to move away from teacher-centred approaches to enhance cognition. The findings also indicate that English Second Language teachers are struggling to adequately meet the demands of Outcome-Based Education in the classroom, as evidenced by their struggle to integrate six language skills in one lesson.