English Secondary Schools Research Articles

Green career education and guidance through the perceptions and experiences of career practitioners in English secondary schools.

The transition to a low carbon economy, climate change mitigation and adaptation, and nature restoration are expected to lead to a transformation of economic sectors. This will require a growth in green skills, a receptiveness to green roles and an understanding of the potential greening of all sectors. Plant suggests that green career education and guidance could provide the bridge between the emerging greener labour market and career development in schools. This article presents inductive qualitative research, using semi-structured interviews and reflexive thematic analysis (RTA) to explore the perceptions of career practitioners in English secondary schools revealing a broad spectrum of understanding and approach. A nascent green career education and guidance framework has emerged from a synthesis of existing literature and the research findings.

Translanguaging for learning in selected English First Additional Language secondary school classrooms

Background: The unequal learning outcomes and achievement gaps in language and literacy, particularly affecting poor and working-class children in South African schools, are longstanding issues. These disparities were highlighted once again in the poor literacy results of PIRLS 2021, indicating systemic challenges within the education system.Objectives: This article emanates from a Languaging-for-Learning (L4L) project, which holistically used approaches to integrate isiXhosa home language and English to validate and engage with the learners’ linguistic repertoires to open more opportunities to learn and read multilingually.Method: The research was conducted in two Western Cape township high schools with bilingual isiXhosa and English-speaking teachers and emergent bilingual learners. Five Grade 9 teachers’ English First Additional Language (EFAL) lessons were observed and recorded in 2023. The case study focused on shifts in teachers’ take-up of translanguaging strategies in EFAL lessons and their effective pedagogical use, especially in written form.Results: The findings revealed that bilingual teachers creatively incorporated teaching practices that allowed learners to transition between languages while learning EFAL. The study further indicates that bilingual education has the potential to be a valuable pedagogical strategy in contexts where exclusive use of English impedes effective learning.Conclusion: Yet again, the findings of this study accentuate the importance of incorporating and utilising learners’ home languages into the education process. A bilingual or multilingual pedagogical approach not only enriches the learning experiences but also acknowledges the linguistic diversity within the classroom, thereby making way for more effective and inclusive education practices.Contribution: This study contributes to the understanding of how a bilingual or multilingual teacher intervention can impact English teachers’ classroom practices positively. It emphasises the importance of recognising and embracing the language resources that learners bring to the classroom, highlighting the value of a bilingual pedagogical approach in promoting effective learning outcomes.

National school food standards in England: a cross-sectional study to explore compliance in secondary schools and impact on pupil nutritional intake.

Many countries have introduced school food standards to improve the dietary intakes of school-aged children. England has school food standards (SFS) legislation in place but little is known about how well secondary schools comply with this. We aimed to assess compliance with the SFS legislation in English secondary schools and explore the impact of the SFS on pupils' nutritional intake. We conducted a cross-sectional study with English secondary schools from 2019 to 2022. We compared SFS compliance and pupil nutritional intake in schools mandated or not mandated to comply with the SFS legislation, and explored the association between school compliance and pupil nutritional intake. We assessed the percentage of SFS (%SFS) complied with by reviewing school food menus and observing food served in school canteens. We assessed pupil nutritional intake using a 24-hour dietary recall measure (Intake24) and estimated intakes of free sugar (primary outcome) and other nutrients/foods. We used adjusted multilevel models to compare pupil intakes in the SFS-mandated and SFS-non-mandated schools, and to explore the association between school SFS compliance and pupil intakes. 36 schools (23 not mandated and 13 mandated to comply with the SFS) and 2,273 pupils participated. The median %SFS complied with was 63.9% (interquartile range 60.0-70.0%). This was similar for SFS-non-mandated (64.5%) and SFS-mandated schools (63.3%). Compliance was highest for standards applying to lunchtime (median = 81.3%) and lowest for those applying across the whole school day (median = 41.7%). It was also lower for standards restricting high fat, sugar and energy-dense items (median = 26.1%) than for standards aiming to increase dietary variety (median = 92.3%). Pupils from SFS-mandated schools had a lower mean lunchtime intake of free sugar (g) (adjusted mean difference: -2.78g; 95% CI: -4.66g to -0.90g). There were few significant associations between %SFS complied with and pupil nutritional intake. English secondary schools do not fully comply with SFS legislation regardless of whether they are mandated to comply. Schools and caterers may require monitoring and support to fully comply. There is little evidence that SFS compliance is associated with better pupil nutritional intake. Food environments outside of school also need to be considered. ISRCTN68757496 (17-10-2019).

Black excellence: the affective experiences of Black working-class young people in an English secondary school

ABSTRACT Affect and habitus are used in the paper to harness the intermingling of race and class in the young people’s everyday identity practices at school, as they aspire to embody ‘Black excellence’. This paper draws on ethnographic data collected with working-class Black-British young people aged between 16 and 18. Through the careful management of identity and reputation, the young people in this paper negotiate affective struggles to attain and secure a high academic status within a deeply neoliberalised school context. The paper argues that the identity discourse of ‘Black excellence’ connects dimensions of class and race in the young people’s identity work. Black excellence is described as classed and racialised reflexivity which helped the young people pivot their identity as they sought to maximise their educational opportunities to transition into elite universities.

Moroccan Secondary School English Teacher’s Perception: Science and Literary Stream Students’ Performance

The study investigates the perceptions of Moroccan secondary school teachers regarding the academic performance of science and literary stream students aged 16 to 18. Through a combination of mail surveys, unstructured interviews with English teachers, and discourse analysis, the research identifies that English as the second foreign language in Moroccan schools influences the perceived advantages of science stream students over their literary counterparts. The findings align with a previous study and suggest that science students often pursue literary studies at Moroccan universities post-baccalaureate. The research delves into the distinctive characteristics of science stream students and proposes recommendations for governmental and ministerial reforms in the Moroccan educational system. The study underscores the historical incorporation of English in the Moroccan educational system since 1956 and highlights recent developments, such as the expansion of English language teaching to middle schools. It emphasises the impact of English language learning on students’ future orientations and tendencies in higher education. Ultimately, the study aims to draw attention to English teachers’ perceptions to facilitate positive changes in the Moroccan educational system, urging the education ministry and relevant authorities to consider reforms.

Literature And Translation For Effective Teaching In Secondary School English Classes Of Arabic Students

This paper specifies that involving literary texts in the teaching class, especially in the context of the Arab world, is detrimental. Since major troubles are attributed to the negative transfer due to linguistic differences between Arabic and English, literary texts can be corrective and therapeutic. They provide the required contexts to socialize young learners with the language in use. The pragmatic function of language dictates much more than contrived examples to come to terms with its intended meaning. Literature-based teaching makes learning more natural than artificial through authentic language and make-believe situations. The flip side is that the language of literary texts may be troublesome, but this inconvenience can be wiped away by literary translation. According to the questionnaire respondents regarding the inclusion of translation in the teaching class, it can be applied without demur since Arab learners mechanically translate explicitly or silently throughout the lesson. As such, the blend of literature and English language teaching with the help of literary translation can be adequate pedagogic support for secondary school Arab learners.

A focus on quality of teaching in schools increases students’ progress of attainment. Evidence from English secondary schools

ABSTRACT This article investigates the relationship between school-level factors associated with school quality and progress in student attainment in English secondary schools. Furthermore, it examines the relationship between frequency of classroom observation of teaching (by school leaders or by fellow teachers) in English secondary schools and progress in student attainment. It details findings of a quantitative phase of analysis within a broader mixed-methods study with the purpose of informing best practice in school development in Austria. Results suggest that students attending schools in which leaders and teachers perceive a greater emphasis on policy concerning quality of teaching tend to achieve greater progression in attainment relative to peers. Whilst frequency of classroom observation by leadership staff does not appear to be associated with progress in student attainment, students attending schools in which classroom observation is undertaken by fellow teachers with greater frequency tend to achieve greater progress in attainment relative to peers.

Influence of Time allocated for Teaching of Integrated English on Learners’ Achievement of Linguistic Skills in Public Secondary Schools in Bungoma County, Kenya

Despite the efforts made by teachers of English in enhancing the performance of English in Kenyan secondary schools, there have been persistent challenges in teaching thus students’ learners’ achievement of the linguistic skills is compromised. This study aimed to determine the Influence of time allocated for teaching integrated English on Learners’ Achievement of Linguistic Skills in Secondary schools in Bungoma County, Kenya. The study utilized a descriptive survey research design using a mixed methods approach. A sample size of 251 teachers and 134 heads of the language department was used. Purposive, Proportionate and simple random sampling techniques were used to obtain the respondents. Data was collected using questionnaires, interview schedules, and classroom observations. The instrument's validity was tested through expert judgment while reliability was achieved using Cronbach Alpha. Quantitative data was analyzed using frequencies and percentages. Pearson correlation analysis was used to test the relationship between independent and dependent variables. Qualitative data was analyzed thematically and presented in narrations and quotations. The study found that time allocated for teaching integrated English had a positive association with learners’ acquisition of linguistic skills in secondary schools in Bungoma County, Kenya (r=.492; p=.000). Thus, a large amount of time allocated/utilized by teachers in teaching integrated English leads to enhanced reading, listening, writing, and speaking skills among learners. The study recommends that adequate time needs to be allocated for the teaching of integrated English. This can be achieved through teaching of integrated English during the weekends and holidays as a way of early syllabus coverage.

Practicality of Case Study Assessment Practice in Enhancing Students’ Active Learning in English Subject in Public Secondary Schools in Same District, Tanzania

The aim of this study was to investigate practicality of case study assessment practice in enhancing students’ English active learning in English subject in public secondary schools in Same district, Tanzania. The study was guided by Discovery learning theory. The study employed mixed methods approach whereby convergent research design was used to collect quantitative and qualitative data in one phase. Target population for this study included District Quality Assurance Officers, public Secondary School English language teachers, heads of language departments and form three students in public Secondary School in Same District. Stratified random and purposive sampling techniques were used to determine the study sample that consisted of 402 respondents. The study used questionnaires and interview guides in data collection. Quantitative data was analyzed using descriptive statistics in form of percentages, frequencies and mean scores whereas qualitative data from the interview guides was analyzed thematically by transcribing information, coding them and generating themes according to the research questions. The researcher considered research ethics such as confidentiality and anonymity. The study found that teachers in public secondary schools in Same district use to a low extent flipped classroom in assessment processes. The study revealed that, project-based assessment practices are rarely used in public Secondary Schools in Same district. Thus, the study concluded that case studies assessment practices were used public Secondary Schools of Same district by small number of teachers. The study recommends the government should prioritize more on resources, and teacher training to improve case studies assessment practices, ensuring practicality and supporting schools in promoting student active learning.

L1 and translation use in EFL classrooms: A quantitative survey on teachers’ attitudes in Kazakhstani secondary schools

This study, involving 100 Kazakhstani secondary school English as a Foreign Language (EFL) teachers selected through convenience sampling, aims to explore their attitudes towards incorporating learners' first language (L1) and translation in English teaching. The results of a 5-point Likert scale questionnaire unveil a mixed attitude among teachers. They acknowledge the efficacy of integrating L1 and translation as pedagogical tools in language teaching while strongly favouring English-only instruction. This preference is influenced by institutional factors such as curricula, the opinions of colleagues, and textbooks, all of which actively promote English-only instruction. Additionally, the analysis of contextual variables, such as teaching experience, academic level, school type, class size, and language proficiency, suggests that the extent of L1 and translation use also depends on teachers' and learners' English language proficiency, school type, and class size. This research provides empirical insights into the use of L1 and translation in EFL classrooms and contributes to the broader discourse on language pedagogy and translation in language teaching (TILT). The findings suggest important implications for teachers, school administrators, textbook writers, and researchers, calling for a critical re-evaluation of current educational policies and tasks in English textbooks.

Developing, validating, and piloting a MultiTeachViews questionnaire on L1 and translation use: Attitudes of Kazakhstani secondary school EFL teachers

This study developed, validated, and piloted a MultiTeachViews questionnaire to investigate secondary school English as a Foreign Language (EFL) teachers' attitudes towards multilingual teaching practices such as L1 and translation use. Initially, a literature review and focus group interview with six in-service EFL teachers were conducted to capture prevailing attitudes and inform content areas for the questionnaire. Items were then crafted, followed by the adoption of a 5-point Likert scale. Validation involved assessing internal and content validity through a structured checklist and expert evaluation. The pilot phase included think-aloud protocols with two teachers and a reliability test across a broader cohort of 100 teachers. Reliability testing yielded satisfactory Cronbach's Alpha coefficients (α > .70) for all scales, affirming the instrument's internal consistency. Consequently, the instrument is found to be a reliable and valid measure of EFL teachers' attitudes towards L1 and translation use in the classroom, with significant implications for Applied Linguistic and Second Language Acquisition research.•Developed, validated, and piloted a MultiTeachViews questionnaire for investigating attitudes.•Employed mixed methods in the development, validation, and piloting phases.•Found MultiTeachViews to be a reliable and valid measure of EFL teachers' attitudes towards multilingual teaching practices, such as L1 and translation use.

Overcoming Challenges: Implementing the CEFR in Thai Secondary School English Classrooms

In 2016, the Thai Ministry of Education (MOE) introduced the Common European Framework of Reference for Languages (CEFR) (Council of Europe, 2001) as a guideline for teachers in primary and secondary schools. The CEFR is a six-point scale (A1-C2) that describes a language learner’s proficiency. This study investigated how Thai EFL teachers implement the CEFR in the classroom. The participants were 300 Thai EFL teachers from public secondary schools in Northeastern Thailand, each with at least three years of teaching experience. Convenience sampling was used to select participants. Quantitative data were collected through a seven-point Likert scale questionnaire. In contrast, qualitative data were obtained from semi-structured interviews with 10 participants, purposefully chosen based on their willingness indicated in the survey questionnaire. Descriptive statistics, percentages, and standard deviation were used to analyse the quantitative data, while the qualitative data were coded into CEFR domains. The quantitative results showed that Thai EFL teachers moderately implement the CEFR in their classrooms. The study highlighted a significant need for better CEFR implementation in language teaching. The qualitative findings corroborated those teachers moderately applied the CEFR. The overall findings suggest that teachers and curriculum developers need more CEFR training, and further research is recommended.

Challenges Encountered by Secondary School Teachers in Teaching English Language: The Case of Micheweni District

This study investigated challenges encountered by secondary school teachers in teaching English in public secondary schools of Micheweni District. The study was guided by three specific objectives; to explore challenges related to English language instructional materials, to investigate pedagogical challenges in teaching English, and to examine challenges related to the nature of the students in learning English. A qualitative research approach under a multiple case study design was employed with 36 participants. Focus Group Discussion and interviews were used in data collection. Data were analyzed through content and thematic analysis and presented through quotations and narrations. The findings revealed that the major challenges related to English language instructional materials were shortcomings of English language curriculum content, poor access to ICT facilities which include absence/scarcity of ICT tools, and lack of skills to access ICT tools as well as absence/scarcity of instructional materials. Pedagogical challenges in teaching English were ineffective teaching/learning environment, students’ low level of English Language Proficiency, high teaching load among English language teachers and students’ negative attitude towards learning English. Also, the study found that the nature of students affects teaching/learning English language therefore, teachers should be very careful to find the best teaching strategies regarding individual learning styles. The study concluded that if these challenges were dealt with, English language teachers would teach effectively and students would perform better in their examinations

Susceptibility to scientific misinformation and perception of news source reliability in secondary school students

In the current post-truth era, the ability to assess the reliability of information is an essential citizenship attribute. With nearly half of the present internet traffic estimated to be generated by bots, and misinformation being regularly weaponised by numerous parties for economic or political gain, it is imperative that citizens are equipped with the tools to discriminate facts from fiction, particularly for health- and science-related matters. The present study reports the results of a survey (n = 776) carried out to evaluate susceptibility to scientific misinformation and perception of news source reliability amongst students in an English secondary school. Two distinct scores were developed in order to differentially measure susceptibility to disinformation (i.e. deliberately false information) and unintentional misinformation (i.e. getting the facts wrong). Non-parametric analysis indicated that students’ misinformation (as measured by both scores) decreased significantly over the course of the 5 years of secondary education. Interestingly, the adolescents who took part in the survey exhibited considerably lower belief in common science-based conspiracy theories than the levels previously reported among British adults. Students indicated teachers as their most frequent choice of scientific news. While social media were also indicated as common news sources, students expressed awareness of the unreliability of the content available on social media. Analysis of the open answers indicated that students considered BBC as the most trustworthy source of scientific information, and TikTok as the least trustworthy.

The implementation of compulsory relationships and sex education in English secondary schools: qualitative research in the 2022–23 school year

ABSTRACT The quality of sex education varies. In England from 2020, the government attempted to improve provision by making lessons a statutory requirement. We assessed implementation in 25 secondary schools in 2022–23, framed by May’s general theory of implementation. This identifies processes of sense-making, cognitive participation, collective action and reflexive monitoring, influenced by an intervention’s capability, stakeholder potential (individual and collective commitment), and institutional capacity (norms, and material and cognitive resources). Interview data from staff leading relationships and sex education (RSE) were coded thematically informed by May’s concepts. Those leading implementation ‘made sense’ of statutory guidance, finding it relevant and clear. ‘Cognitive participation’ among participants was strong, promoted by individual support for RSE but undermined by social norms prioritising academic attainment, limited skills among non-specialist teachers, and lack of ‘collective commitment’ among some staff and students. ‘Collective action’ varied across schools, influenced by availability of material resources and specialist staff. Schools undertook internal the ‘reflexive monitoring’ of provision, supported by school leaders’ awareness work would be assessed by government inspectors. On its own, statutory status is likely insufficient to achieve a step-change in RSE implementation. Other forms of support may be needed including training and offering support to more specialist teachers.

The translation of cultural capital theory to English secondary schools: knuggets, wild words and pipelines

Much cultural capital research has accumulated since its inception in the 1970s and researchers have charted the corresponding development of cultural capital theory in academic communities. This empirical study takes the further step of offering an account of cultural capital as it is interpreted in schools. This ‘interventionalist account’ is based on classifications of practices that had been explicitly implemented at 14 secondary schools in England in order to give students access to cultural capital. The collection of cultural capital practices was compiled from 38 interviews with senior leaders, teachers, and support staff. Practitioners justifiably believed these practices to be supported by research evidence. It was found, however, that a wide variety of cultural capital practices exist in schools today, with limited support from research evidence and theory. I discuss how the ‘evidence pipeline’ has broken down in this case and is sometimes an inappropriate metaphor for conceptualising research dissemination.

A qualitative approach on the instructional materials used in teaching and learning of English Language in Tanzania's secondary schools

This study investigated the use of instructional materials in teaching English at secondary schools in Tanzania. The study aimed to achieve three objectives: firstly, to identify the instructional materials utilized for teaching and learning English in secondary schools in Tanzania; secondly, to explore how learners engage with these instructional materials; and thirdly, to examine the rationale behind the selection and utilization of these materials. It used a qualitative approach with a case study design and it involved twelve English language teachers and form three students. The qualitative case approach was used to observe the classroom and conduct interviews to collect data and they were analysed thematically. The findings reveal that teachers employ both printed and handwritten materials for English instruction in Tanzania. Learners interact with these materials primarily through reading, writing, and responding to questions. The choice of materials depends on what is being studied, their availability, easiness to use and economic reasons. The study has the implication on the definition of instructional materials that it adds that the definition of materials needs to be modified by including people and their actions, such as humour, laughter, sarcasm, gestures, bodily movements, reactions to stimuli like questions, speech and its supra segmental or prosodic features during instruction. It recommends that training teachers to be creative in using materials and the government has to provide infrastructure to support electronic devices in schools.

Implementing Translanguaging as Transformative Pedagogy in an English Medium Secondary School in Indonesia

Implementing Translanguaging as Transformative Pedagogy in an English Medium Secondary School in Indonesia

Secondary School English Teachers’ Perceptions of Educational Technology Integration in Kapit

Secondary School English Teachers’ Perceptions of Educational Technology Integration in Kapit

An Analysis on the Stages of Secondary School English Teachers" Concern and Level of Use for Blended Learning

An Analysis on the Stages of Secondary School English Teachers" Concern and Level of Use for Blended Learning