An investigation into the relationship between content, methods used and the practice in the teaching and learning of English language in secondary Schools in South Sudan

Abstract

The study was carried out in four selected schools of Juba Day SS, Juba Girls SS, Supery SS and Katoro SS in Juba county south Sudan to investigate into the relationship between content, methods of delivery and practice activities in the teaching and learning of English language in secondary schools. It was guided by three objectives: to analyze the content of the curriculum used in the teaching and learning of English language, establish the teaching methods employed by the teachers of English language for effective teaching and learning and identify the practice activities of learners in the development of English language skills. The main purpose of this study is therefore to investigate into the relationship between content, methods of delivery and practice activities in the teaching and learning of English language. The results from the study should have practical implications for both the secondary schools in Juba County and curriculum developers to improve the curriculum, to produce students who should who might better meet the demands of the life outside school setting. The study used a descriptive design taking a qualitative approach based on a sample of 42 respondents comprised of the teachers of English language, the students, examiners, and officials from the ministry. These were selected using simple random and systematic sampling techniques. Data were collected using in-depth interviews, observation and documentary analysis. The main findings showed that there is close relationship between content, methods of delivery and the practice activities in the teaching and learning of English language. The most pertinent reason for this situation is the fact that the teaching and learning was based on selected content with determined methodology which is clearly stipulated with their practice activities. In terms of content in the curriculum, the syllabus was giving quite an elaborate range of items and most of them were relevant to the situation of the learners. The content of the curriculum had however some shortcomings. The major component lacking in the curriculum was Information Communication Technology (ICT),s and the students thought it was very vital for their daily learning. The common methods of delivery used was lecture (teacher centered) method. This was reported to be more theoretical even on practical aspects in the curriculum. Other methods used, but on small scale, were role play, demonstration, storytelling and reading, collaborative, interactive,

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