The use of integration in the teaching of English language and literature subjects is a priority in Kenya. Despite its inception two decades ago, not all English language teachers use it as conceived by the Kenya Institute of Curriculum Development (KICD). This study utilized Concurrent Triangulation design under a mixed methods approach to establish the level of coverage on components of both language and literature in implementing the integrated curriculum. Saturated sampling design was used to select 110 subject teachers, 52 heads of departments and 52 principals currently implementing the integrated English curriculum to fill questionnaires. Purposive sampling was done to select 16 teach
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