Influence of Teachers’ Level of Preparedness on the Implementation of the Language Activity Curriculum at Preprimary Level in Busia County

Abstract

The essence of language activity area in pre-primary is to develop oral, reading readiness and writing readiness competencies in order to lay the foundation for language acquisition. The Competency Based Curriculum advocates for a multilingual approach to language learning focusing on mother-language, Kiswahili and English in Early Year Education. However, the implementation of the language curriculum in Pre-primary is still faced with a myriad of challenges in terms of operationalization. In particular, the objectives focused on teachers’ level of preparedness for language activity implementation. The study findings show limited teacher preparedness levels because they have received one Competency Based Curriculum training, however they indicated that they required frequent capacity building to acquire competence to teach language activities learning area on Competency Based Curriculum. The study recommends: contextualized teacher inservice training and professional development, alongside provision of adequate instructional resources for appropriate implementation of language activities learning area. The findings will aid Competency Based Curriculum developers in making informed adjustments with regard to teacher preparation requirements.