Teacher’s Description of Their In-Service Lived Experiences of Teaching ESL in Luanshya District, Copperbelt Province, Zambia

This study was intended to establish how teachers described their In-Service lived experiences of teaching English as a Second Language in Luanshya District on the Copperbelt Province of Zambia. A narrative design was employed as it gave the participants of the study an opportunity to construct and reconstruct their In-Service stories of teaching ESL in Luanshya. The narrative theory was used as a lens through which the whole study was interpreted. The methodological approach was qualitative. The sample size consisted of eight (8) teachers. These participants were purposefully sampled from eight (8) different secondary schools of Luanshya District. The findings had shown that teachers had similar experiences such as mismatch between college and classroom content, lack of teaching/learning materials and overcrowded classroom. The study recommended that teacher training institution should review English as Second Language curricula documents so as to align them with classroom content. The study also recommended that the government of the Republic of Zambia through the Ministry of Education should build more classroom space so as to decongest the current classrooms. The study further recommended that government of the Republic of Zambia should procure more learning/teaching materials so as to cater for the increased numbers of leaners.