Abstract:

Abstract Lesotho went through various phases of curriculum implementations and all were never fruitful until in 2009 when the new policy was adopted. The study therefore sought to investigate an extent to which the LGCSE English Language syllabus aims correlate with the secondary education aims. This study adopted a qualitative research orientation involving document analysis as a method of data generation. The relevant aims were purposefully sampled for analysis and interpretation. The findings of the study reveal that there is an alignment between secondary education aims and the English Language Syllabus aims. However, there is a gross misalignment between standards and assessment which is an indication that the teaching of English might not be comprehensive. The study therefore, proposes ways through which the syllabus and curriculum aims can be both horizontally and vertically aligned in order to bring clarity to English language teaching. It is hoped that the study will stimulate critical reflection on English Language syllabus developers, since only two language skills are tested externally while speaking and listening are ignored.

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