Abstract
This qualitative study explored the teachers’ and learners’ perceptions of the efficacy of English language teaching and learning at three secondary schools in Maseru. The study had four objectives. The first was to explore the teachers’ perceptions of the efficacy of English teaching at the Lesotho secondary school education level, specifically focusing on selected schools in Maseru District. The second was to explore the learners’ perceptions of the efficacy of English learning at the Lesotho secondary school education level. The third was to examine the experiences of teachers and learners in English teaching and learning English at the secondary school level in Lesotho. The last was to identify ways to improve English teaching and learning at the Lesotho secondary school level. To achieve these objectives, data were collected from 12 learners and 6 teachers from three secondary schools in the Maseru district. The data from teachers’ interviews and learners’ focus groups were thematically analysed. Artefacts and documents were collected and analysed to gain a better insight into the practices of the teachers and learners of English language teaching and learning in these secondary schools. The study employed a case study design drawing on Krashen’s (1982) Monitor theory, Vygotsky’s (1978) Sociocultural theory and Combs’ (1949) Perceptual theory. The findings suggested gaps in English language pedagogy. The findings showed that the teachers perceive English language teaching and learning positively although challenges seem to impede effective teaching and learning. Such challenges are a lack of teaching resources, learners’ low levels of participation during English lessons and learners’ low proficiency levels. While the study acknowledges teachers’ attempts to improve the learners’ English proficiency levels, the findings revealed that teachers’ practices are inconsistent with the expectations of the LGCSE curriculum. The teachers’ classroom practices are in alignment with the teacher-centred pedagogy while the curriculum advocates learner-centred pedagogy. The study also revealed that the learners viewed English learning positively as they highlighted that English proficiency is vital for communication with non-Sesotho speakers and academic purposes. However, the evidence from this study was that learners also had negative views that stemmed from the challenges they encountered in learning English language which adversely impacted on their academic performance. The study, therefore, highlights concerns about the curriculum, teachers’ practices and teacher training.