TEACHER PRACTICES FOR DEVELOPING ENGLISH LANGUAGE SPEECH PROFICIENCY IN SELECTED PRIMARY SCHOOLS IN ZOMBA DISTRICT

The level of spoken English of primary school learners in Malawi remains unsatisfactory despite various efforts to ensure that learners acquire and develop English language speech proficiency. This has raised major concerns from various stakeholders considering the fact that English is a key to further education and employment. This study therefore aimed at exploring teacher practices for developing English language speech proficiency. The study employed qualitative phenomenological design. Data for the study were collected using three data collection techniques namely, in-depth interviews, focus group discussions and classroom observations. Social constructivist theory by Lev Vygotsky was used as the theoretical framework of the study. The study found that the underlying causes of poor English language speech among primary school learners emanate from teacher practices which include use of translation method, drilling method, and reading aloud as some of the strategies for developing speech proficiency. Overall, the study revealed that primary school learners are not fully exposed to activities that facilitate the development of English language speech proficiency such as discussions, debates, role plays, interviews, storytelling and drama. Consequently, it was reported that learners have negative attitudes towards such teaching methods and strategies. The findings of the study also revealed a number of challenges that contribute to the problem. Largely, these challenges are categorized into four broader areas including challenges related to teachers; curriculum; education system, and learners. However, a number of ways that can reduce or resolve the problem of poor English language speech among primary school learners have been suggested including the use of direct method and language activities that facilitate the development of speech proficiency, introducing English speaking policy in primary schools, intensifying in-service training and consulting widely before developing the new curriculum. In addition, the study suggests the need to increase the number of teachers and provide enough teaching and learning materials in schools.