• Dr. Emely Muguwe

  Author

This study sought to find out challenges faced by teachers in the teaching of English as a
Second Language (ESL) at Ordinary Level in Kadoma urban schools of Sanyati District in Mashonaland
West Province. The descriptive survey design which utilised mixed methods approach was used. Five
schools were purposively selected using the cluster sampling technique. Data were collected through
questionnaires and interviews. Five school heads were interviewed and twenty five teachers of English
as a second language responded to a questionnaire. Data were analysed both qualitatively and
quantitatively. The results revealed that teachers experience numerous challenges ranging from lack of
in-service training, unavailability of resources, large classes, ministerial policies which emphasise written
work at the expense of the other skills and also most pupils’ backgrounds which do not create a platform
for the use of English outside the school premisies.The implication is that due to these challenges, most
learners continue to perform poorly in English. The study recommends that professional development for
teachers of English and all other challenges should be intensely and consistently addressed if the
situation is to improve.

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