DOI: 10.36347/sjahss.2019.v07i03.003

Pages: 128-136

Authentic printed materials expose learners to real language in real life situations, and if teachers exploit opportunities in authentic printed materials in the teaching of intensive reading, learners’ language proficiency level will greatly improve. Intensive reading unlike extensive reading is a controlled form of reading that is anchored on accuracy, detailed study of vocabulary and grammar. However, learners may reap these benefits, only if teachers undertake a careful selection of authentic printed materials. Therefore, a study based on four objectives was carried out to investigate teachers’ use of authentic printed materials in the teaching of intensive reading in secondary schools in Bondo Sub-County, Siaya County. However, for the purpose of this paper, the results presented are based on only one of the objectives of the main study: to determine teachers’ criteria in the selection of authentic printed materials in the teaching of intensive reading in secondary schools in Bondo Sub-county, Kenya. This objective sought to find out factors that teachers consider in the selection of authentic printed materials for the teaching of intensive reading. The study was based on the qualitative case study design. The sample consisted of 18 teachers of English from 35 secondary schools within the study region. The teachers were selected using purposive sampling technique. Data were collected by use of an interview guide, non-participant classroom observation and document analysis checklist. The study established that teachers do not involve students in the selection of authentic printed materials because of students’ limited linguistic abilities. In addition, teachers use authentic printed materials in their original form without considering their readability and appropriateness. Consequently, students do not benefit maximally from them.