Teachers' perceptions of the extent of utilization of children's literature to teach English in Kenyan primary schools.

摘要

This is a study of teachers' perceptions of the utilization of children's literature in teaching English in primary schools in Kenya.;A cluster random sampling procedure was employed to select 76 teachers from 10 primary schools within Siaya District in the Nyanza Province of the Republic of Kenya. The questionnaire explored teachers' perceptions of the potential of literature to teach English in primary schools in Kenya, the frequency of utilization, and the environment surrounding utilization. Interviews were also conducted with eight head teachers and one Education Officer in charge of language education in the District.;The results show that a significant majority of teachers in Kenya subscribe to a literature based approach to literacy. This positive response was exhibited be most of the teachers regardless of whether they had libraries or not. It was also evident that children's literature is not widely used. Even teachers with libraries did not use literature on a regular basis. The limited extent of utilization was attributed to syllabus restrictions to the text book, lack of access to books, lack of government subsidies, poor home literacy backgrounds of the students, overcrowded classrooms, low socio-economic status of the parents, and lack of quality children's books in the book market.;The findings of this study led to recommendations to policy makers and curriculum planners regarding implementing a more active literature program in teacher training colleges and the schools, developing and improving library conditions in and around the schools, restructuring the syllabus, providing time for the literature program, supplying professional development for teachers, and educating parents.