Charles M. Magoma


This study focused on the justification for initiation and introduction of integrated English curriculum in secondary schools in Kenya. The study used a qualitative approach to get the views from selected teachers, head teachers and heads of English at Kenya Institute of Education (KIE), Ministry of Education (MoE) and Kenya National Examinations Council (KNEC). Basic quantitative techniques such as frequencies and percentages were used to analyse some of the data that were obtained. The study employed questionnaire and interview instruments to collect data from the respondents. The researcher organized raw data collected from questionnaires and interviews. It was realized from the study that integrated English curriculum was introduced to enable teachers use integration as a teaching approach across the two disciplines and between and/or among their constituent parts. Despite this good intention, it was found that majority of the teachers of integrated English 57.4 % did not undergo any type of in-service training before they started the actual teaching of integrated English curriculum. The study recommends that the teachers and their head teachers should be helped to acquire and develop necessary skills on how to integrate English language and Literature. Equally, the study recommends that pre-service training in colleges, universities should be reformed, and an integrated approach adopted. 


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curriculum initiation, curriculum introduction, integrated curriculum; integrated English curriculum, secondary schools


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DOI: http://dx.doi.org/10.46827/ejes.v0i0.178


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