Implementing the learner-centred approach in English language classrooms : strategies used by secondary school teachers in central Uganda

Abstract

The study explored the strategies teachers of English use in implementing the learner-centred approach in secondary schools. Using a case study design, qualitative data were collected from 16 teachers of English and 48 learners purposively selected in four well-resourced secondary schools from four districts of central Uganda. Data collection was done by using interviews and focus group discussions. Data was analyzed using thematic analysis facilitated by ATLAS.ti Version 25. Although teachers reported using a range of learner-centred strategies, implementation was often superficial characterized by over-reliance on group work. The study revealed that large class sizes limited teachers’ ability to effectively facilitate instruction and assess learners during the teaching and learning of the English language. In light of the above findings, the study recommends that MoES strengthen in-service training programs that guide teachers on how to facilitate learning and conduct continuous assessment in large classes. The Ministry of Education and Sports should collaborate with other education stakeholders to reduce teacher- learner ratios in secondary schools by recruiting more teachers of English language and increasing classroom space.