ABSTRACT:

The aim of this study was to explore the effectiveness and efficiency of the Baseline orientation program on students' English language proficiency in Government secondary school in Temeke Municipality. The objectives were to examine the influence of teachers in teaching the baseline English program on students language proficiency, to investigate the influence of various teaching methods in  implementing  the baseline English program on students’ English language proficiency in selected secondary schools, to explore the challenges faced by both teachers and students in the implementation of the  BOC program in selected Government secondary schools and  suggest ways for  the improvement of  the BOC program  in secondary schools. The study employed constructivist theory by Lev Vygotsky and instructional theory by Reigeluth. The study used a mixed method approach in data collection. The data’s were collected by conducting  interviews to 4 heads of schools, doing  classroom observation, documentary review, English proficiency test and questionnaire for 180 students and focus group discussion for 63 teachers from 4 Government secondary schools. Data were analysed by descriptive statistical analysis and   was presented in tables, pie charts and bar charts. The findings of this study revealed that most of teachers were not capable to use collaborative teaching, teachers were faced with challenges likes the BOC program contents was not prepared to develop students' English language proficiency. The finding of the study revealed key measures to be taken which were to change the content of the BOC program. The study concluded that the BOC contents does not help the students to improve their English language proficiency. The study recommended that there is the need to design teaching and material which will be friendly to second language learners to help the teaching and learning of the BOC program.