Eustard R. TIBATEGEZA, Department of Languages and Linguistics, St Augustine University of Tanzania, Mwanza, TANZANIA; South African Sign Language and Deaf Studies, University of the Free State, Bloemfontein 9300, SOUTH AFRICA

Miriam M. ZIMBA, Department of Languages and Linguistics, St Augustine University of Tanzania, Mwanza, TANZANIA

Abstract
This paper focuses on Communicative Approach strategies used by teachers in teaching English in secondary schools, and the challenges teachers and students face in using such strategies in classes. Data collection was done in four government secondary schools within Mzuzu City in Malawi. Data were collected by using questionnaires, interviews and classroom observations. Key findings reveal that most teachers frequently use communicative approach strategies in teaching English language such as pairing, debates, group discussions, filling in gaps, and dramatization. The study indicates that even though communicative approach strategies are used in classrooms, there are some challenges which hinder the implementation, namely inadequate time to engage students in class, inadequate teaching and learning resources, failure to assist students with disabilities, and overcrowded classrooms. The paper recommends that the government of Malawi through the Ministry of Education should work on the challenge of overcrowded classes and provide enough teaching and learning materials in schools in order to implement communicative approach strategies effectively.

Keywords
communicative approach, strategies, teaching of English, language skills, teaching and learning materials

Cite this paper
Eustard R. TIBATEGEZA, Miriam M. ZIMBA, Communicative Approach Strategies for English Language Teaching , SCIREA Journal of Education. Volume 5, Issue 2, April 2020 | PP. 39-58.

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