CHALLENGES TEACHERS OF ENGLISH FACE WHEN TEACHING THE ENGLISH ARTICLE SYSTEM TO LEARNERS IN SECONDARY SCHOOLS IN VIHIGA COUNTY, KENYA

This paper is a product of a study carried that was out examining the challenges teachers face when teaching the English article system in secondary schools, conducted in Vihiga County, Western Kenya. The need to carry out the study arose from the fact that performance in English as a subject in national examinations has been dismal as reflected in the Vihiga County results. The study was guided by Krashen’s learning- acquisition theory. The study adopted a pragmatic paradigm and a case study design. A mixed method approach was employed to allow for the use of both quantitative and qualitative methodologies leading to a better understanding of the article teaching and use phenomenon. The study sample included 6 schools and 24 teachers of English from the schools. A semi- structured in-depth interview was used to generate data. The data was analyzed using content and thematic analysis procedures. The study revealed the challenges teachers face including: complexity of the English article system, learners' L1 influence and scanty English article content coverage in the English language curriculum. Based on the study findings, it was concluded that the pedagogy utilized in the instruction of the English article is flawed, there is minimum content coverage for the English article and that both learners’ L1 and L2 negatively influence the acquisition and learning of English article making teaching difficult for teachers. Thus, it is recommended that teachers adopt an eclectic approach in teaching the English article system and that the curriculum developers review the English language syllabus with regard to the article system and accord it the prominence it deserves in terms of content coverage, spread and instructional guidance.