GENRE APPROACH IN CREATIVE WRITING PEDAGOGY IN ENGLISH IN UPPER PRIMARY CLASSES IN KENYA

Abstract

Writing can be used to measure learning of the other three language skills and written materials be used for reference in future. Creative writing (CW) is the production of texts which have an aesthetic rather than a purely informative, instrumental or pragmatic purpose. It is a personal writing where the purpose is to express thoughts, feeling and emotions in an imaginative, unique, and sometimes poetic way. Of all the four language skills, creative writing is a high order skill that calls for molding through appropriate pedagogical approaches. In Kenya, English is both an examinable subject and a language of instruction. CW accounts for 40% of the total score in English subject. However, over 62% of learners fail to achieve writing competence at the end of primary course. Primary schools in Vihiga County have persistently underperformed in CW with more than (70%) of Class 8 learners scoring below the average mean mark. Despite this underperformance, only a few studies on CW pedagogy are available. CW studies conducted in Kenya have established that 60 % of teachers find it difficult to teach CW while 75% of learners find it boring. These have implications for pedagogy and students’ writing enthusiasm. The objective of this study was to explore the use genre pedagogic approach and its effectiveness in the development of CW skills. Archer’s theory of reflexivity which views writing as internal and external conversations was used. The study used qualitative exploratory research design and the study was conducted in Vihiga County. The data collection tools were Lesson Observation Schedule and Interview Schedule whose validity and reliability were tested through triangulation. From Class 6-8, 30 lessons in 10 purposively selected schools were observed and 30 teachers whose lessons had been observed were interviewed. Data were analyzed thematically through transcription, coding and identification of themes. The key finding was: inappropriate use of genre approach due to teachers’ knowledge gaps on CW pedagogical approaches. The study recommended that teachers of English use genre approaches appropriately in CW pedagogy and the Ministry of Education to in-service teachers of English on CW approaches. The results are useful to teachers of English and Teacher Training Institutions. KEY WORDS: Approaches, Genre Approach Creative Writing and Upper Primary Learners.