Teachers’ Conceptualization of Authentic Printed Materials in the Teaching of Intensive Reading in Secondary Schools in Bondo Sub-County, Kenya

Abstract

The need to produce learners who are competent in English language is a responsibility that rests on the shoulders of teachers. The use of authentic printed materials in the teaching of intensive reading is one such strategy that should be employed by teachers to enhance communicative competence among their learners. Therefore, a study was carried out to investigate teachers’ conceptualization of authentic printed materials in the teaching of intensive reading in secondary schools in Bondo Sub-County, Siaya County. The study was based on qualitative case study design. The sample consisted of 18 teachers of English purposively selected from 35 secondary schools. Interview guide, non-participant classroom observation and document analysis checklist were used to collect data. The study established that majority of teachers know that authentic printed materials are beneficial but they do not frequently use them. Instead, they use course books in the teaching of intensive reading