The Implementation of the Pedagogy of Integration in EFL Teaching in the Upper Secondary School in Burundi

Abstract

This study examined the operationalization of the approach of the Pedagogy of integration in the Upper Secondary school in Burundi. The hub of the study focused on the assessment of English Learning and Teaching activities from various schools to identify the strengths and weaknesses of the Pedagogy of integration and thereby suggest alternative solutions to the issues. Basing on the principles of the Pedagogy of Integration, the study analyzed the role of remediation, groupwork and the situations of integration in the process of teaching English within an EFL environment. Being a qualitative analysis in all sides, the study examined the current textbooks—teacher’s guides and pupils’ manuals—of English from 5 largest sections of the Upper secondary school to investigate the pedagogical relation between the contents designed and the situations of integration suggested in the teachers’ guides. The study also interviewed some teachers and curriculum designers of English to obtain significant information about the importance of the Pedagogy of integration in teaching English to learners whose English is a second language. Classroom visits were also organized to get useful information to approach successfully the problem. In the end, the study noted that almost all the situations of integration have been constructed from texts taken from various writers. This practice is not beneficial for EFL learners. Situations of integration should be framed from contextualized situations based on the real-life experiences of learners and the society. The study also found out that group works contribute significantly to the development of the speaking and writing competences. Uncontrolled oral discussions held between peers while solving exercises develop considerably the speaking and writing abilities of learners in plethoric classes.