An appraisal of the sources of language input in selected English lessons by teacher trainees in Kenya

Abstract

Chomsky’s Language Acquisition Device (LAD) theory postulates that language acquisition and/or learning takes place when the learner is immersed in an environment where the target language is used. The linguistic environment triggers the LAD which, in turn, facilitates the acquisition process. In language classrooms, the language teacher is expected to create an environment rich in the target language to function as the sources of input that learners need to acquire the language. But what sort of language input sources do teaching practice teachers put in place in their language classrooms? This paper assesses the nature of such sources with a view to determining their effect on the teaching and learning of English in the classroom. The paper reviews the lesson plans by nine Bachelor of Education students on teaching practice in secondary schools in Nairobi, Kenya. It specifically analyses the lesson objectives, reference materials used, classroom activities, and assessment strategies employed in selected lessons with a view to determining whether they provide the kind of input that can translate into good English learning practices. Drawing also from classroom observations of the said the lessons, the paper reports that the lesson objectives, the classroom activities, and the teaching aids employed by the student teachers did not provide sufficient linguistic input necessary for language learning. The paper suggests ways of creating richer language input sources for effective teaching and learning of English.