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This study designed integrative language supportive materials in teaching and learning economics for improving learners‟ language skills in Dodoma Municipal Secondary Schools. The study objectives were to design integrative language supportive materials for enhancing language competence among economics learner in A-level secondary schools, tryout the designed materials in the classrooms for formative evaluation and to evaluate the effectiveness of the materials to enhance student’s language competence in learning economics subject. The study was guided by interactionist language theory, Vygotsky Socio-constructivism theory of language learning and Van den Akker design based theory. Mixed research approach and quasi- experimental research design were used in the study. Observation, interview, questionnaire, tests and documentary review were research instrument used for data collection. The study involved a total of 152 students from pilot, tryout, treatment and control schools. Also the study involved 12 economics teachers, two collaborative curriculum teachers and two English language experts from the University of Dodoma. The findings revealed that, both teachers and students were eager to use the ILSM. The materials helped them to improve the quality of their writing, reading, speaking and listening skills. It was concluded that learner’s language difficulties are caused by aspects such as the pedagogy used, students‟ attitude, lack of motivation and pre/in- service training of teachers. These aspects limit the development of the student’s language skills. It is recommended that, teachers should provide learners with the academic writing, reading, talking and listening activities which can be done collaboratively in the classrooms to nurture the language skills and arose student’s interest in learning economics. |
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