Instructional Strategies and Challenges in Teaching English Reading in Tanzanian Public Primary Schools

Abstract

The study sought to explore the teachers' experiences in teaching reading skills to pupils whose English language was considered a third language, to identify the instructional strategies they use in the classes, and to evaluate the challenges they encounter in teaching reading skills in Tanzanian Public Primary Schools. The study employed a qualitative case study research approach and semi-structured interviews with 10 Standard III teachers in five Mbarali schools. The teachers were selected using purposive sampling. Data were thematically analyzed. The study revealed major practices in the form of teacher-centered approach, questions and answers, providing notes, subject revision, remedial lessons and dividing pupils into morning and afternoon sessions are used by teachers to teach the reading domain. The findings also revealed major challenges in teaching reading skills that include lack of in-service teacher development, insufficient teaching resources, lack of qualification of English teachers, teaching large classes, and teachers' low proficiency in speaking English.  The study recommends continuous in-house capacity building for English teachers, mainly through seminars, conferences and workshops, to improve their instructional skills and English proficiency as well as the need for a learner-centered approach to teaching reading skills. The study implies that teachers should receive training in teaching English reading and they must motivate learners to engagement in class reading activities and adopt effective approaches for teaching English. The major limitation of the study was the issue that English in Mbarali is considered a third language.