A Critical Analysis of Teaching English Iin English as a Lingua Franca Context : A Case Study of Lesotho

A viable education context requires adequate English language skills in English dominated education context. Successful English language knowledge for learning purpose presupposes the development of language proficiency in the users of the very language. Through globalisation, English communication skills play a pivotal role in the learning environment, especially in societies where English is the medium of instructions. However, English language mastery is on the other hand constrained by numerous socio-cultural issues of the context where the language is used. Within this, candidates who lack the necessary English communication skills face problems in finding quality education schools or perform poorly if admitted. The prevalent use of English in Southern African countries' junior schools, including Lesotho, therefore necessitates an adequate achievement of English language competence during learning as well as at the completion of junior education in order to advance further in education and training. This paper explored the probability of engaging language skills with a view of advancing the Lesotho education sector. The study explored why there is a concern of lack of English knowledge and skills by those in the junior secondary schools in Maseru. The study was conducted within the paradigm of qualitative and quantitative methods. Cluster random sampling technique was utilised and this permitted the researcher to divide the secondary schools into clusters. The main tool of data collection was a questionnaire, which was used to collect quantitative data from pupils within schools. MoonStats statistical programme was used to analyse data. Data was also collected from pupils through face-to-face interviews. Content analysis method was used to analyse qualitative data. The findings generally revealed that there was lack of English language knowledge in the secondary schools.