Navigating the learner related cultural dynamics in english language teaching and learning in secondary schools in Kenya

Kenya is a multicultural country with between 42 to 63 linguistic and ethnic groups with distinct languages and cultural heritage. Consequently, secondary schools attract learners from varied cultural backgrounds which pose challenges in teaching English language lessons. Despite the profound influence of cultural background in learning of second language, little research is available in Kenya on how the diverse linguistic and ethnic groups affect the teaching and learning of English language. The study focused on the learner-related cultural dynamics and how they affect teaching and learning of English language in Kenyan secondary schools. It adopted relativist-interpretivist philosophical paradigm and used qualitative case study method. It was carried out in Uasin Gishu County, Kenya. Purposive sampling was carried out based on cultural backgrounds. Data was generated using in depth interviews of twelve form three teachers of English, forty eight learners participated in focused group discussions, analysis of teachers’ professional documents and observations were also done. The data was transcribed, coded and analyzed basing on emerging themes. The key findings were: Uasin Gishu County has two learner types active and passive, passive learners prefer teacher centered methods and individual work, active learners prefer learner centered teaching methods. The study recommends that Ministry of Education could make the English language curricula culturally relevant for learners thus culturally and communicatively competent learners. The findings are useful to teachers of English language and English language educators.