Teaching English Grammar in the ESL classroom the case of the Senior High Schools in the Sisaala East Municipality.

Abstract

The study examined teaching grammar in the ESL classroom in the senior high schools in the Sisaala East Municipality. The rationale for this study considered the vital role grammar plays in language instruction and communication. In the view of Dadzie and Bosiwah (2015), no language makes sense without the use of grammar. They add that grammar is the bedrock of effective communication. As a result, grammar is taught in all schools throughout the country. Since grammar enhances effective communication among students, Akurugu (2010) stressed that teachers should adopt modern methods of grammar teaching in schools to encourage active students‘ participation in grammar lessons. The qualitative research approach was adopted for the study because according to Creswell (2018), this approach is mostly used by researchers to obtain in-depth comprehension of the problem under investigation. Interviews, observations and document analysis were used to collect data from a sample size of 24 ESL teachers using the census sampling technique. The data was analysed thematically and discussed in line with the research objectives. A number of findings were established. It was revealed that the traditional grammar methods are mostly used which largely emphasize accuracy of grammar structures as stressed by (Richards & Rodgers, 2001) with little emphasis on fluency. One other finding is on assessment of grammar lessons, the study highlighted that the paper-and pencil test have long been used and are still been used which is a traditional way of assessment that does not enhance communication. In connection with this finding is that teachers are to utilize a combination of traditional and communicative approaches to assess the students. Teachers employ a range of formative and summative assessments aligning them with instructional objectives and providing timely feedback to students. The study concludes that in teaching English grammar teachers employ communicative and task-based grammar methods. That there is the need for reconceptualization of grammar teaching by shifting from the traditional methods to the modern ones especially Communicative Language Teaching (CLT) (Larsen Freeman, 2015). Despite the criticism faced by the traditional approaches for potential mechanical learning, they are still in use. Recommendations include on-going professional development for teachers, emphasizing student involvement, encouraging diverse assessment methods, and leveraging digital tools.