An assessment of the nature of teachers’ maxims in the teaching of english language to learners with diverse linguistic abilities in Uasin Gishu county, Kenya

In spite of growing linguistic diversity in English language classrooms, many teachers are not adequately prepared to work in such language classrooms. The main challenge is on whether or not the teachers’ maxims actually reflect on English language learners needs and consider the classroom implications and management. The aim of this paper is to discuss the nature of teachers’ maxims in the teaching of learners with diverse linguistic abilities as well as how teachers identify these types of learners. The paper is based on a study conducted in Uasin Gishu County, focusing specifically on schools in Wareng District. The study adopted the qualitative research approach based on interpretivism research paradigm with the ontological belief that the world is dynamic and is constructed by people in their interactions with each other and a wider social system. The author used both simple random sampling and stratified sampling procedures to identify the schools and teachers who would participate in the study. Slovin’s formula was used to determine appropriate samples for the study yielding a sample of 40 schools and 106 teachers. The data was collected using questionnaires, personal interviews in obtaining, reinforcing and cross-checking obtained data. Both qualitative and quantitative methods were employed in analyzing the data obtained. The study findings established that the maxim of involvement, maxim of conformity, maxim of appropriate level, maxim of efficiency and maxim of accuracy were always, if not occasionally, utilised by teachers in Uasin Gishu County while teaching English language. Moreover, majority of the teachers always used oral quizzes and learners’ participation in class in identifying learners’ linguistic needs. In addition to that, teachers in the County occasionally used dictations, debates, listening comprehensions, composition writing and written tests scores to identify the learners with linguistic needs in their classes.