Strategies used in teaching English Language Learners: A Case of Adult Literacy Centres in Imenti-North sub-county, Kenya.

  • Carolyne M. Muriungi; Prof. Felicia Yieke; Dr. Pauline Ndoro


This study investigated the acquisition of English as a second language in adult post-literacy level learners in the adult literacy centres in Imenti-North Sub-County. The study utilised the descriptive research design. The target population comprised of all the adult learners at the post-literacy programme level and the adult English instructors in the centres. The post-literacy programme is a part of continuing education that provides opportunities for adults and out-of-school youths to retain, improve and apply basic educational skills for personal, community and national development. The study found out that further 55 per cent indicated that they used scaffolding techniques. Some scaffolding techniques include giving mini-lessons where new concepts are broken down into bite-sized pieces that build on one another. The study concluded that the most frequently used strategies are demonstrations and group work. More scaffolding should be incorporated into the lessons. In teaching strategies teachers have measurable effects on the students’ quality of English Language Skills. The study recommended that teachers need to carefully select strategies to use in teaching the English Language to help adult learners acquire skills.