Competency Based Language Teaching: A Comparative Study Between Diploma And Degree Holder English Language Teachers In The Selected Secondary Schools

ABSTRACT

This study was designed to examine the differences between diploma and degree holder secondary school English language teachers in implementing competency based language teaching in secondary schools in Tanzania. Specifically, the study aimed at assessing the attitudes and general knowledge towards competency based language teaching, examining the potential differences that exist between diploma and degree holder English language teachers’ delivery skills and assessing the coverage of CBLT in teachers’ training programs. The study was guided by the output hypothesis by Swain (1985) as a theoretical framework. The study employed both qualitative and quantitative techniques in data collection and analysis. A sample of eight secondary schools, one diploma teachers’ college and one University College were used from Tanga region. Questionnaire, observation and documentary review and analysis were used to collect primary and secondary data. Quantitative data from questionnaires were analysed by SPPS software while Content Analysis Method was used to analyse qualitative data from observation and documentary review. The study revealed that both categories of teachers had positive attitude towards competency based language teaching approaches but their general knowledge differed to some extent. Also the study revealed that diploma holder English language teachers are more equipped with language teaching methodologies than degree holders. Moreover, this study assessed the coverage of competency based language teaching for pre-service training programs of both diploma teachers’ training and degree teachers’ training. It was observed that teacher training program for diploma English language teachers covers more CBLT approaches compared to the university colleges.