Teaching of English as a Second Language in Zambian Secondary Schools: Challenges and Suggested Solutions
Abstract
The objectives of this research were to identify the challenges of teaching English as a Second Language in Zambian Secondary Schools and offer some practical suggestions for improvements. To achieve its objectives, this paper adopted a desk review approach. Data was gathered from published reports, online materials, articles, thesis and dissertations. Thereafter, it was reviewed, analyzed and synthesized so as to gain insights on challenges and solutions to ESL teaching. The findings indicated poor learner performance in national examinations, low English Language proficiency among learners, inadequate teaching and learning materials, overcrowded classrooms, limited teacher training for multilingual education, language policy implementation challenges, low learner classroom participation, low learner confidence in English, poor learner attendance to classes, limited parental support and insufficient use of communicative teaching approaches. Despite all these challenges, this research provided the following suggestions for improving ESL teaching: reflective teaching, inductions, home-school collaborations, recognizing cultural and linguistic diversity in classrooms, giving explicit leaner objectives and giving multiple specific instructional strategies. This paper recommended thorough examination of the following factors before selection and application of a given suggestion: availability of resources, time, teacher qualification, teacher experiences, teacher motivation, learner motivation and teacher-learner cultural background.