Abstract:
Language is very important in our lives. Through language, we convey our feelings,
desires, and thoughts. Of importance is English language in Kenya which is the
medium of instruction from upper primary school and beyond. English is taught as a
Second Language in schools in Kenya and has implications to the school curriculum
and education in general. This paper is a discussion of the Social Development and
Interaction theory advanced by Vygotsky (1978) and its implications for English
language teaching in Kenya. This theory formed the theoretical framework for a study
that looked at the teaching of English oral communication skills in upper primary
school in a particular district in Kenya in the year 2009. This paper is drawn from part
of the literature review that guided the study and the recommendations that the study
arrived at. The study utilized a qualitative research approach with a heuristic
methodology. The research population consisted of primary school teachers teaching
English in upper primary classes and standard six pupils. Data was collected using
structured and focused group interview schedules, observation checklists, and
document analysis. In the light of the findings, the study concluded that the kind of
new language items, learning activities and methods of conveying the meaning of new
language items that the teachers selected were inadequate and ineffective in enhancing
interaction. So were the practice activities adopted by the teachers and the strategies
used in motivating learners in the teaching and learning of oral communication skills.
The argument advanced in this paper is that effective teaching of English
language in Kenya demands an interactive approach. In other words, English teachers
should use interactive strategies in their teaching because as Vygotsky (1978) argues,
children learn language best through interaction.