Abstract:
Since its introduction in 2002, the integrated approach of teaching English at secondary level is an innovation
that has received little praise and a lot of blame as the poor performance of the subject continues to occupy linguists, educators ,policy makers and general public given that students exiting the school system have challenges communicating in English. A lot of research has been carried out on factors impeding and influencing uptake
of the approach and very little research done on the contribution of universities; the institutions that train the
teachers. This study therefore aims at establishing the role and contribution of universities in the implementation
of this new syllabus. In order to achieve this, the study adopted the descriptive survey method. Its main objective was to examine universities’ involvement in preparing student (future teachers) in the use of the integrated
approach. The data entailed both secondary data obtained from publications and primary data obtained through
questionnaires administered to lecturers. Purposive sampling was used to select lecturers and to select Kenyan
universities that train teachers. Data was then analysed using descriptive statistics. The study established that
university lecturers were not sufficiently prepared and involved in the implementation process. Reviewed university curricula vary in content, proof that the understanding of the approach varies among university lecturers.
The study recommends a review of teacher pre-service training curricula by universities and harmonization of
content
