Use of the holistic approach in the teaching and learning of English language in secondary schools: a study of Busia County, Kenya

Abstract

This study sought to investigate the use of the holistic approach in the teaching and learning of English language in secondary schools in Kenya. The specific objectives of the study included: to find out the teachers‘ and learners‘ perceptions of the holistic approach in the teaching and learning of English language, to establish the extent of use the holistic approach in the English language classroom and to determine the challenges faced by teachers and learners in the implementation of the holistic approach in the teaching and learning of English language. The study adopted two theoretical approaches namely: the theory of experiential learning by John Dewey and the constructivist theory of learning by Bruner as theoretical frameworks. The Holistic approach aims to nurture and develop the varied but interrelated capacities of the human being. It addresses intellectual development as well as morals, values and character of the learner. The study used a qualitative research design. The target population constituted 32 secondary schools, 1620 form three students and 68 teachers of English in Busia Sub County. Random sampling was used to select 10 secondary schools while 20 teachers of English teaching form 3 were purposively sampled from the 10 schools. A total of 162 form 3 students were randomly selected from the 10 schools. Convenient sampling was used to select 10 lessons for observation from the 10 schools. Data was collected by means of classroom observation and interview guide. The data collected was analyzed thematically. The findings revealed that teachers acknowledged the importance of the holistic approach to the teaching and learning of English language. Results indicated that the use of the holistic approach in the language classrooms was low. Most of the teachers still focused on form and accuracy rather than meaningful use of English language in the classroom. It was therefore concluded that teachers had not fully implemented the holistic approach to the teaching and learning of English language. The research recommends that teachers should use the holistic approach to the teaching of English language to help learners use the language in a more meaningful way. Teachers should also be sensitized through in-service courses to improve their effectiveness in the use of the holistic approach to language teaching. Further research is recommended on the factors affecting the use of the holistic approach and the quality of pre-service training that teachers of English receive in relation to the holistic approach in the teaching and learning of English.