Reflection on Teaching English to Primary School Pupils as a Second Language in Tanzania: Teaching Methods for Developing English Communication

Abstract

Effective teaching and learning involve appropriate use of methods to increase communication opportunities. Teaching and learning methods that promote meaningful communication are vital for developing English as a second language proficiency among pupils. This study investigated the methods used by primary school teachers in Tanzania to develop pupils' ability to communicate in English. The study was guided by Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), and Vygotsky's Sociocultural Theory. It employed a mixed-methods design, using pragmatic and interpretivist research approaches. Questionnaires were used to collect data from 94 English subject teachers. Qualitative data were collected through observation of 94 lessons across 17 district councils in 11 regions from the Tanzania Mainland between 01 May and 15 June 2026. Likert scale questionnaire items and open-ended questions were used for data collection. Quantitative data were analysed using descriptive statistics, and qualitative data were analysed thematically. Findings revealed that teachers widely use group work, pair work, real-life contexts, songs, storytelling, functional language teaching, integrated language skills, and digital tools to develop English communication skills. School leaders support these methods through Teachers’ continuous professional development (MEWAKA) sessions, provision of materials and constructive feedback. The study concludes that primary school teachers in Tanzania use a variety of communicative strategies that can substantially develop pupils’ English communication ability when these methods are systematically supported. It recommends sustained teacher professional development and provision of better resources, including audio and audio-visual resources.