Teachers’ Selection of Authentic Printed Materials in Fostering Intensive Reading Skills in Secondary Schools in Kenya

Abstract

The use of authentic printed materials in the teaching and learning of language exposes learners to real world language and encourages them to relate to real life experiences. Intensive reading forms the backbone of vocabulary development and general language acquisition for meaningful communication among learners since it involves a detailed study of vocabulary and grammar. Careful selection of the teaching and learning materials should therefore be undertaken to foster intensive reading skills. Therefore, a study based on four objectives was carried out to investigate teachers’ use of authentic printed materials in the teaching of intensive reading in secondary schools in Bondo Sub-County, Siaya County. However, for the purpose of this paper, the results presented are based on only one of the objectives of the main study: to determine teachers’ principles in the selection of authentic printed materials in fostering intensive reading skills in Secondary Schools in Bondo Sub-County, Kenya. This objective sought to find out guidelines that teachers follow in the choice of authentic printed materials for the teaching of intensive reading skills. The study was based on the qualitative case study design. The sample consisted of 18 teachers of English from 35 secondary schools within the study region. The teachers were selected using purposive sampling technique. Data were collected by use of an interview guide, non-participant classroom observation and document analysis checklist. The study established that teachers do not involve students in the selection of authentic printed materials because of students limited linguistic abilities. In addition, teachers use authentic printed materials in their original form without considering their readability and appropriateness. Consequently, students do not benefit maximally from them.