Pedagogical Practices in Teaching Literature in English in Tanzanian Ordinary Secondary Schools

This study explored pedagogical practices in teaching literature in Tanzanian secondary schools, focusing on instructional strategies, materials, and challenges. It involved 352 participants, including 340 students and 12 teachers from six schools in Chalinze district. Data were collected through interviews, focus groups, and observations, analyzed thematically. Findings revealed the use of translanguaging, group discussions, role play, presentations, and narrations. Teachers relied on printed materials and technology. Challenges included a shortage of books, low student motivation, poor English proficiency, and a lack of professional literature teachers. The Tanzanian government provides in-service training to improve teaching practices.