Abstract

This paper investigates the teaching of English as a second language (ESL) in Zimbabwe, using Masvingo urban and peri-urban secondary schools as a case study. The study employed both the quantitative and the qualitative designs. A questionnaire and document analysis was used to gather data. The data gathered were also analysed both quantitatively and qualitatively through tables, thick descriptions and paraphrases. The study established that the structural approach and its associated methods and techniques were mainly used in the teaching of ESL, with communicative language teaching (CLT), which is recommended by the Zimbabwe School Examinations Council (ZIMSEC) O-Level English syllabus, playing second fiddle. The paper concludes that this could be due to ignorance, on the part of teachers, of the principles and advantages of CLT, or it could be a result of conservatism. The paper recommends that relevant authorities, such as universities, teachers’ colleges and the responsible Ministry should vigorously strive to make English Language teachers have a paradigm shift towards full implementation of CLT.

Key words: Structural Approach, Communicative Approach, English as a Second Language (ESL), Linguistic Competence, Communicative Competence.