Integration of Cross-Cutting Concepts in English Language Teaching: An Assessment of Secondary School Teachers’ Awareness in Tanzania

Sophia J. Laiser, * Tumaini University Makumira, Arusha, Tanzania. Dr. Apolo Mugyenyi, Tumaini University Makumira, Arusha, Tanzania. *Corresponding author: laisersophia@gmail.com

Received March 5, 2018; Revised April 4, 2018; Accepted April 13, 2018

Abstract: This study sought to assess English language teachers’ awareness in integration of cross cutting concepts into the English language teaching curriculum. The research objectives were: to identify the types of integration in English curriculum, challenges encountered in the integration of cross cutting themes in the English language curriculum, and to predict possible solutions. The research used mixed methods approach, therefore descriptive analysis was used. The findings of the study revealed that, the notion of ‘integration’ is still anonymous to almost all English language teachers in secondary school and thus by default teachers are practicing transdisciplinary integration type which is the type of integration within the same discipline. It was also clear from the study that English language teachers encounter various challenges in the implementation of integrated English language curriculum such as awareness of integration idea neither the cross-cutting concepts, inadequate teaching/learning resources, teachers are not used to team teaching among others. The study also recommends teachers to have self-initiatives and schools to conduct indoors and outdoors in-service training among others. The study also recommends further study for a large population.