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This action research study explored how discussion strategy can be used to enhance learners' oral communication in a Form II secondary classroom in Dar es Salaam. Data collection methods used were interviews, classroom observations, reflective conversations and documentary analysis. Findings suggest that discussion increases the quality and quantity of oral interactions, facilitates learning of new words and creates a positive affective climate in the classroom. However, in order to realize these benefits, the teacher's role is vital in setting clear tasks, providing opportunities for speaking and ensuring a safe and encouraging classroom climate. In addition, teacher's wide knowledge base and skills in pedagogy ease facilitation of effective discussions.Although learners' oral communication was enhanced, the prevalent language in use in the school; Kiswahili, still affected the amount of English spoken outside the classroom.Recommendations and implications for second language classroom practice, traditionally dominated by teacher talk, are discussed.
About the author
Teresa Akinyi Okoth es profesora en la Universidad Masinde Muliro de Kenya, en el Departamento de Enseñanza de Lenguas y Literatura. Se graduó en la Universidad Moi (Kenya) y en el Instituto de Desarrollo Educativo de la Universidad Aga Khan (Dar es Salaam). Actualmente, está realizando un doctorado en la UNISA y está interesada en la investigación sobre la formación de profesores.
