Abstract:
The purpose of this study was to investigate opportunities and challenges in pilot implementation of integrated curriculum in the teaching and learning of English Language. The study adopted a dual theoretical framework advocated by John Dewey (1925). This study was underpinned by constructivism paradigm, qualitative design was also adopted. In line with the adopted design, the researcher found qualitative case study to be appropriate for the study. In this study, purposive convenience sampling which is a non-probability sampling technique was employed. A sample of twenty four (24) English Language learners, three (3) English Language teachers and three (3) principals was used as participants of the study. For the researcher to be able to assemble opportunities and challenges in pilot implementation of Integrated English, conversational interviews, focus group discussions and classroom observations were conducted at live situations. In this study, data was analysed based on the themes which emerged. In the view of these findings, it was established that the introduction of integrated curriculum in Lesotho calls for research to adopt a subject-based pilot implementation of not only Integrated English but also of other subjects before country-wide implementation takes place. The recommendations made were meant to raise an awareness to the curriculum developers to prescribe relevant textbooks as well as instructional and learning resources. Ministry of Education and Training also should provide English Language teachers with requisite teaching and learning needs and strategies relevant to Integrated English in order to avoid certain challenges and benefit from IC.
