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The purpose of this research is to investigate the difficulties that English language learners encounter when understanding and using copular verbs at the secondary level, as well as to provide effective solutions to these obstacles. English copular verbs, such as "be," "seem," and "become," are essential for forming intelligible sentences. However, secondary-level students frequently struggle with proper usage due to lack exposure and practice. These issues limit their linguistic skills and fluency. The study took a quantitative research strategy, focusing on measurable data to assess learners' comprehension of copular verbs. Data were obtained using standardized evaluations and analyzed systematically in order to test hypotheses and discover error trends. The findings demonstrated that learners frequently misused copular verbs due to insufficient training and a lack of contextual comprehension. To solve this issue, educators should incorporate contextual teaching approaches, emphasise practice using real-life settings, and provide targeted feedback to help learners improve their competency. [ABSTRACT FROM AUTHOR]

Despite the extensive research on willingness to communicate in a second language (L2 WTC), foreign language anxiety (FLA), and foreign language enjoyment (FLE), few studies have tested the roles of these variables in predicting L2 learning outcomes. This line of inquiry is imperative, especially because the importance of L2 WTC primarily lies in its presumable role in enhancing L2 learning. This study examines how FLA, FLE, and L2 WTC predict English public speaking performance. Data were collected by administering a questionnaire that contained closed-ended and open-ended items to 132 Chinese university students who took an English public speaking course. Hierarchical regression analysis showed that FLE was the single significant predictor of L2 WTC and public speaking performance. Participants' responses revealed a range of major categories underlying classroom episodes when they felt most enjoyable, most anxious, and most willing to communicate. Implications for future research and pedagogical practice are finally addressed. [ABSTRACT FROM AUTHOR]

Metadiscourse plays a significant role in determining the quality of writing. While a growing number of studies have investigated the use of metadiscourse by adult second language learners in academic writing at the tertiary level, studies on how secondary-level students adopt such linguistic resources in other genres, particularly in examination writing, remain few. The present study addresses this research gap by examining the distributions of metadiscourse markers in a corpus of 120 low-, medium-, and high-rated advice-giving texts (letters and reports) randomly selected from the Hong Kong public examination of English language writing, written by secondary-level Chinese learners of English. Using Hyland's (2019) framework of metadiscourse, the study found considerable variation in the use of interactive and interactional metadiscourse across genres (letters vs. reports) and the final exam grades awarded to texts. Implications for teaching English to pre-tertiary Chinese writers are discussed with suggestions for future research. [ABSTRACT FROM AUTHOR]

This study compares L2 classroom assessment practices related to learning motivation in a high-performing grammar school and middle-range regular school to find the characteristics of L2 classroom assessment that promote learning motivation. First, we observed how four L2 teachers assessed eight seventh-grade classes at the two schools (four classes per school). Then, we administered questionnaires to the students in these eight classes to investigate the correlation between classroom assessment and learning motivation. Finally, we conducted semi-structured interviews with the four teachers (each teacher in charge of two classes) and 10 randomly stratified students to interpret such a relationship. Quantitative data were projected into SPSS 25 for analysis, and qualitative data were analyzed thematically. The results showed that it was not the frequency but the characteristics of assessment that fostered learning motivation. The results suggest including assessment techniques to enhance learning motivation in Vietnamese L2 teacher education programs. [ABSTRACT FROM AUTHOR]

This essay explores the teaching and learning of Black British literature in UK secondary schools with reference to texts that now appear on GCSE English Literature specifications. It seeks to reveal some of the issues that may arise when teaching texts that deal with race and racism while emphasising the role of racial literacy in facilitating dialogue around these. By discussing initial considerations for teaching, I hope to support teachers new to teaching such literature feel better prepared to do so. [ABSTRACT FROM AUTHOR]

Vocabulary experts recommend first language (L1) translation equivalents for establishing form–meaning mappings for new second language (L2) words, especially for lower proficiency learners. Empirical evidence to date speaks in favor of L1 translation equivalents over L2 meaning definitions, but most studies have investigated bi‐ rather than multilingual learners. In our study, we investigated instructed English vocabulary learning through an intervention study in six language‐diverse secondary school English classrooms in Sweden (N = 74) involving three conditions for presentation of word meanings: (a) definitions in the L2 (English), (b) translation equivalents in the shared school and majority language (Swedish), and (c) translation equivalents in the shared school and majority language plus other prior languages among the learners (Swedish and other). Based on overall weighted mean effect sizes and mixed‐effects modeling, the results showed that conditions that involved L1 translation equivalents yielded higher scores than did target language definitions in immediate posttests with a small effect size but no differences in delayed posttests. A one‐page Accessible Summary of this article in non‐technical language is freely available in the Supporting Information online and at https://oasis‐database.org [ABSTRACT FROM AUTHOR]

The article is devoted to the use of modern methods of the content and language integrated learning (CLIL), which allows a new approach to the issue of teaching school subjects. Thanks to this method, a teacher is able to demonstrate to students a close interdisciplinary connection, which can significantly affect the quality of education of students, their motivation to study, the development of interdisciplinary competences, skills and abilities. When using CLIL in English lessons and selecting exercises, the teacher should be guided by the basic principles of selecting educational material. Properly used educational material can be a great tool for students to learn new information. The article demonstrates the main advantages of the content and language integrated learning (CLIL) method, specifies the requirements for planning English language lessons, and gives examples of the types of tasks that can be used to form communication skills in students of primary and secondary schools of Ukraine. [ABSTRACT FROM AUTHOR]

Grouping students at secondary school based on attainment is a prevalent practice in English schools. Despite this, research has suggested that those placed in low attaining groups are disadvantaged by their placement. This study aimed to provide an account of student engagement, teacher interactions and pedagogical approaches employed by English teachers. A mixed method, multiple case study design was used to report on classroom practices and student engagement in three low attaining Year 10 English classes in two secondary schools. Information was gathered using semi-structured interviews with teachers and students and lesson observations. Findings suggest that teachers of these classes promoted engagement by developing positive student–teacher relationships through praise that encouraged learning, minimising negative reprimands and adapting teaching to respond to their students' needs. The authors suggest that strategic use of these practices allows teachers to develop positive relationships with students, providing the foundation for engagement in lessons. [ABSTRACT FROM AUTHOR]

This study explored teachers' perceptions of English teaching method preferences and learning styles in selected secondary schools of Morogoro Municipality by finding their impacts on teaching and learning styles and the challenges of matching English teaching method preferences and learning styles in secondary schools. The study used an exploratory case study design under a qualitative approach where five teachers from five selected schools consisting of four males and one female were selected purposely and voluntarily to be interviewed using semi-structured questions. The results indicate that three teaching methods are mostly preferred by teachers: learnercentred, engagement style, and multiple styles methods. These methods assist learners to achieve good performance in their studies. Moreover, the aforementioned approaches affect the teaching process as they are more effective in facilitating teachers' tasks. However, shortage of teaching materials, English language communication barriers, shortage of classroom facilities, and students' readiness are the challenges in implementing teaching preferences and learning styles in English classes. It is therefore recommended that English teachers should work out to improve their utilization of teaching methods and learning styles to reduce the setbacks found in this study. Additionally, curriculum developers, the Ministry of Education, and other education stakeholders may consider the findings of this study for tackling the challenges faced by English teachers in secondary schools. [ABSTRACT FROM AUTHOR]

There is a growing consensus that the study of literature in English secondary schools is suffering a crisis: a fixation with knowledge and facts, a loss of creativity, and a denigration of students' own experience, to name a few. This article argues that this is, in part, a result of the conception of culture embedded in the current National Curriculum; a conception in which the study of literature exists primarily to valorise and maintain a clearly definable national culture. In response to this, I suggest that recent thinking in the tradition of cultural cosmopolitanism can expose the inadequacies of this model and offer a set of conceptual resources for thinking about the role of identity and culture in relation to literary study in the secondary school. I also suggest that, as far back as the 1921 Newbolt report, fragments of this more capacious understanding of culture run through much of the most important thinking about the subject. [ABSTRACT FROM AUTHOR]

The Present article investigates the Effectiveness of Mixing of code in teaching English at the secondary stage. In the study of Linguistics, switching of code is a transition of words of one language to another in the form of sentence. The present study shows the type of a single sentence which is so called intra-sentential switching of code. The study captivated to determine the significance of mixing of code in the classes of English Language and attitude of teachers and students towards the use of mixing of code. This research is based on the qualitative and quantitative paradigm particularly mixing of code in a useful teaching strategy for language learners. The researchers has designed two questionnaires, one questionnaire is for the teachers and the other for the students to collect the responses of both regarding the mixing of code. To reach at the definite conclusion, percentage was calculated to determine the students’ and teachers’ attitudes regarding effectiveness of mixingthe code in teaching English. Finally, the results of the study demonstrate pivotal role in the blending of words into another language. Moreover, the findings of the study suggest that mixing of code is widely used by English as Second Language (ESL) teachers. [ABSTRACT FROM AUTHOR]

Numerous empirical studies confirm the role of self-efficacy in the foreign/second language (L2) learning context. Despite this, few studies have explored the construct of L2 English self-efficacy (L2 self-efficacy) from a longitudinal perspective. This study investigates the developmental features of self-efficacy in English L2 learning by focusing on two research questions: first, whether L2 self-efficacy is a changeable construct, and second, whether L2 self-efficacy growth factors affect L2 English learning outcomes over time. A sample was obtained from the Gyeonggi Education Panel Study (N  =   4,501; 1,967 female, 2,084 male) from 63 secondary schools in South Korea. The curve-of-factor model approach using M plus 8.4 revealed that L2 self-efficacy slightly increased over three years. Furthermore, the growth of L2 self-efficacy beliefs was positively associated with L2 learning outcome-related variables including L2 class comprehension, L2 class engagement, and L2 achievement, after controlling for the effect of prior attainment and family socioeconomic factors. The findings are discussed in terms of applied language teaching and learning practices, the pedagogical implications in second language acquisition, and further research. [ABSTRACT FROM AUTHOR]

Literary pieces can be of immense help in the teaching-learning situation of English in India, particularly at the secondary and higher secondary levels, where English is being taught mostly as a second language. Literary works allow the learner sufficient exposure to free and natural use of English, the command of which will enable him to effectively communicate in various situations as would be required of him in the event of his participation in events and activities at national and international spheres. Further, literature provides the much-needed cultural orientation which strengthens leaner's competence of the language and at the same time, inculcates in him the cherished values of life. Thus, the textbooks should be contextualized so as to contain a judicious mix of culture-rich good Indian writings in English and suitable pieces of English literary works, if necessary, adapted or simplified for this purpose. However, materials should be chosen keeping in view the grades and linguistic capacities of students. In any case, such materials ought to be interesting, educative, and eminently readable. This will facilitate classroom presentation of literary works for the teacher. The teacher must employ innovative techniques to secure students' involvement and interest. Different forms of literature require different treatment for effective teaching. While, for instance, teaching of poetry that embodies poet's imaginative experience through emotive language needs special strategy for evoking similar interest in the learner, teaching of fiction or play requires techniques suitable for such specific forms and thereby to teach language skills accordingly. The appeal of literary works will help the learners acquire communicative skills of language in an efficient and abiding manner. [ABSTRACT FROM AUTHOR]

Constructivism is a vibrant and self-motivated coaching paradigm that implies the establishment of the latest academic conceptions relying on the pupil's past educational experiences. Constructive teaching approach (CAT) accompanied with PQRST method (Preview, Question, Read, Summarize and Test) considered as an efficient way for progression of the students' comprehension regarding skills of English subject matter. This study aimed to find the effect of constructive teaching approach (PQRST) on 9th graders academic achievement in the provided subject of English. Quasi experimental Pre-test-posttest research design had employed to fulfill the fundamentals of the current study. Two intact groups were randomly selected, and teacher made achievement test used to take the score. Control group was instructed English conventionally whereas treatment group was instructed through PQRST under the shade of CAT. Pre-test scores demonstrated an insignificant statistical difference between both groups but after getting treatment for 12 weeks experimental group exposed a momentous positive statistical discrepancy in scores via getting instruction through PQRST. The current research recommends constructivist teaching approach along with PQRST may be used for the improvement of students' reading and comprehension skills in the subject matter of English which can enhance their achievement overall. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to examine the intelligibility and attitude towards four English varieties to Korean-speaking learners (KSLs) of English, who have been exposed mainly to General American (or Korean-accented English) in their English language learning classrooms throughout the primary and secondary schools. A total of 105 Korean undergraduate students listened to a recording in one of the four accents (General American, British, Australian, and Korean-accented English) and completed an intelligibility test followed by a questionnaire survey on attitudes. Analysis revealed that British English was most intelligible to KSLs among four varieties whereas that of Australian was least intelligible. Attitudes toward an English variety did not exert a strong force that may contribute to the level of intelligibility. The findings also showed at which phonological features identified KSLs were most sensitive to intelligibility differences. We conclude that the more exposed English variety to KSLs, the more favorable attitudes can be formed, but is not necessarily intelligible. What the findings demonstrate is that attitudes are not the best explanation of intelligibility and call for improvement in ways of directing KSLs' attention to some phonological features in a learnability perspective. [ABSTRACT FROM AUTHOR]

Drawing from a sociocultural framework, this paper reports a study which investigated peer assistance among 10 mixed-age pairs (n=20) in mixed-age English as a foreign language (EFL) secondary school classrooms in Germany which are simultaneously mixed-ability classrooms. Mixed-age is increasingly used (Kallery and Loupidou 2016; Kuhl et al. 2013; Thurn 2011), but is under-researched in language classrooms. Although some research has been conducted in L2 mixed-proficiency settings, there has been no study conducted on peer-interactions within mixed-age groups/pairs in L2 contexts. This study aims to lay the foundations for future research of peer interactions among M-A second language learners. Results show that mixed-age pairs assisted one another in ways similar to those found in teacher-learner interactions, while some in ways which resemble to what Donato (1988, 1994) called collective scaffolding. However, the extent that this assistance benefited learning varied across learners. The findings also suggest that rather than age, the relationship between learners seems to be one of the major factors mediating the extent and quality of assistance. [ABSTRACT FROM AUTHOR]

Analysis of progression in spoken English by newcomer migrant-background learners has traditionally oscillated between formal assessment of oral proficiency and ethnographic description of naturally occurring peer discourse. This paper reports on data gathered from a longitudinal study of newly arrived students with English as an additional language (EAL) in secondary schools in England. The corpus examined consists of semi-structured interviews with 22 students of different L1 backgrounds, each interviewed twice within a 12-month interval. Findings reveal marked improvement in comprehension with greatly reduced reliance on interpreters and clarification requests; limited range in use of verb tense, with heavy reliance on the present tense; areas of improvement in communicative function of speech mainly limited to conjecture, likes and dislikes, and expressions of feeling. Progression in the use of reported speech was limited for the group as a whole but where it was used it shed light on the individual's language development and into their views on their social experiences in their new environment. We argue that there is an urgent need for EAL practitioners and researchers to measure language development along similar lines in order to ground future policy-making in evidential knowledge of patterns of development in oral expression in English. [ABSTRACT FROM AUTHOR]

The article explores the relationship between psychosocial learning environment factors and deep learning in English classrooms in schools of the Telangana State, India. Topics discussed include information on using constructivism-based approach for encouraging student participation in decision-making about the curriculum content and processes; discussions on significance of English learning; and the information on the efforts of the government for providing facilitating learning environment.

This paper reports on a qualitative case study that investigated the challenges faced by teachers who teach English as a foreign language at secondary schools in Poland and Turkey. A number of shared challenges affecting teachers in both Poland and Turkey were identified, despite the contrast between these educational contexts. These challenges included: students’ motivation to learn; students’ emotional inhibitions; teaching large classes; differentiation; the need for the quality in-service teachers’ professional development; high teaching hours; provision of pre-service teacher education; attractiveness of the profession; and career-path incentives. Importantly, some of these challenges have not been highlighted in the literature to date. Other challenges are more localised, such as in-service professional development focused on developing teachers’ competence in English language. The findings suggest that support provided for teachers of English must be flexibly aligned to local educational conditions as well as by evidence based strategies at national level. [ABSTRACT FROM AUTHOR]

The primary goal of the present study is to investigate if the teachers related to the ELT promotion programmes in the Secondary level schools of Bangladesh follow any particular method in teaching writing in the classroom. The study also examines what difficulties English teachers of the Secondary level schools face teaching writing independently in the classroom. A further purpose of the study is to determine the influence of the teachers' assistance to the students and monitoring of the students' work on their improvement of their independent writing ability. In order to conduct the study, three research questions were formulated and then three null hypotheses were assumed as the probable answers to the research questions. The data for the investigation were gathered from 197 students of class VIII, IX and X who were randomly selected from seven high schools of Dhaka Board and two English medium schools of Dhaka city. The data were also gathered from the teachers of the same schools visited. In order to get the data, the English writing lessons of the schools were visited and classroom observation reports were made. English writing proficiency tests were arranged and the writings of the students were collected as the data. Questionnaires were administered with the students and the teachers to collect data relevant to the study. The data resulting were then analyzed in the light of mixed method of qualitative and quantitative researches. Analysis of the data reveals that most of the teachers in the study do not follow any particular method in teaching writing in English which is one of the main reasons for the students to remain weak in writing. The results further show that most of the students are weak in writing. The results further show that most of the teachers in the study do not have enough knowledge of the process of writing. As a result, they go their own ways to teach their students writing independently. It is also revealed from the study that not only the teachers' inefficiency but also different sorts of limitations of the students and the education system are major hindrances towards the desirable achievement in students' independent writing ability. Teachers' assistance to the learners in framing ideas and their close monitoring of students' activities are found to be quite helpful to the improvement of students' writing ability. Based on the results of the study certain recommendations for the improvement of EFL study in Bangladesh have been made. The investigator particularly recommends that English language teaching programmes for Bangladeshi high school students should focus on the modern approaches to teaching writing along with the up to date and compulsory teacher training programme and the regular monitoring of the teachers‘ role and teaching techniques in the classroom. [ABSTRACT FROM AUTHOR]

This essay expresses a profoundly ambivalent response to the legacy of Dartmouth, particularly Dixon's 'Growth' Model of English. English educators owe a debt to Dixon in terms of innovative pedagogical methods that are part of the daily shapes of tertiary and high school English classes, including the way drama and performance invoke excitement and engagement, and the advantages of energised spoken formats used to debate issues and discuss texts. On the other hand some of Dartmouth's key conceptual and methodological tenets, as they have played out over the decades, have become counter-productive elements of English teaching in the twenty-first century. Here, a final-year tertiary teacher education course - 'Teaching, Literature, Culture' - is used to challenge the dimensions of the Growth Model as they manifest in the present time. [ABSTRACT FROM AUTHOR]

This paper examines the relationship between the literary theories underpinning an English syllabus and teachers' personal epistemologies and pedagogical beliefs. The study discussed here used semi-structured interviews and an online survey to investigate 50 New South Wales teachers' views of the theoretical basis of a senior English syllabus that came into force in 2000, and represented a substantial change of emphasis for the subject. Participants described the extent of alignment between literary theories they saw as influencing the Syllabus and their preferred literary theories, and linked this to their epistemological beliefs and their teaching practices at senior secondary level. Where there was a mismatch between the perceived theoretical basis of the Syllabus and teachers' own preferred literary theories, this fuelled participants' perceptions that the Syllabus was unduly influenced by unstable and contradictory literary theories which were seen as undermining their existing conceptions of English as a school subject. The study's findings suggest the importance of considering teachers' beliefs in developing and implementing a new syllabus. [ABSTRACT FROM AUTHOR]

This paper investigates the language of examination reports for senior secondary English courses in New South Wales, Victoria, and South Australia. A combination of Legitimation Code Theory (LCT) and Systemic Functional Linguistics (SFL) is used to examine the types of knowledge and knower that are valued in examinations; and how language is used to describe successful and less successful writing, and the candidates who produce these texts. The analysis suggests that subject English values an élite code (at least, in examination settings), in which both an 'insightful' approach to texts and skilled writing justifying analysis is valued; and that students who are unable to take up these discursive practices are imagined as lazy and callow. The paper concludes with implications for teachers and examiners, arguing that teachers must make students aware of the 'dual-sided' nature of subject English, and that examiners should be cognisant of potential bias in their view of responses and their writers. [ABSTRACT FROM AUTHOR]

The Norwegian language has two written standards, Bokmål (majority variety) and Nynorsk (minority variety), and children receive their schooling in one or other of them. Pupils schooled in Nynorsk acquire the Bokmål variety simultaneously through extracurricular exposure and thus develop what may be termedbidialectal literacy. In this study, we correlate, at municipal level, the results from Norwegian standardized national tests in reading, arithmetic, and English from four cohorts of eighth graders (2009–2012), with available statistics on language of instruction and socio-economic status. The finding is that municipalities with Nynorsk pupils have better than average results in national tests once socio-economic factors are taken into consideration. We suggest that this may be seen as an effect of the ‘bilingual advantage’ in cognitive development and that such advantage may arise even in the case of closely related linguistic varieties. [ABSTRACT FROM AUTHOR]

This article is a critical poststructuralist analysis of Conservative led free school policy in England focussing on claims made by the New Schools Network and in the 2010 White Paper that free school provision promotes social justice. The article presents an empirical study of an alternative provision free school as a lens through which these claims can be interrogated. Drawing from Foucault’s concept of governmentality the article analyses the narratives of teachers working in the school in order to gain insights into the microphysics of the policy rationalities mobilised within the discursive site of the free school and claims that such provision promotes social justice. The teachers interviewed demonstrate a strong alignment to free school policy discourse, but also a blurring of pastoral and disciplinary rationalities expressed in terms of the rehabilitation of students on the educational boundaries of the “normal”. The article concludes that the school is a tactical move within neoliberal education policy in which the state responsibilises a new polity of actors, including teachers, sponsors and communities contracting out its interventions in order to govern the ungovernable. The article calls for further empirical research of free school provision in order to contest neoliberal discourses which obfuscate complex systemic failure and the social reality of intergenerational unemployment and disadvantage. [ABSTRACT FROM AUTHOR]

English, though a foreign language, occupies a unique position in the educational system of India. The situation in Jammu and Kashmir is not much different from rest of the Indian union. Moreover it continues to be a major language having a prestigious position in our society. Fluency in English enhances an individual's personality, presentation skill, confidence and eventually his career. English occupies the position of a Lingua Franca in the world. Thus the exposure to English language tends to develop better levels of proficiency in the English language. The present study will focus on the proficiency acquired as a result of exposure to English language. The study covered higher secondary institutions of Srinagar city where both functional English and general English were taught. The findings of the study revealed that those students who have exposure to English language score better in terms of their language skills. Depending on the statistical results, it is discovered that there is a significant connection between exposure and achievement in English language. It was also found that Functional English teaching devotes more time to English teaching than General English. [ABSTRACT FROM AUTHOR]

The main objective of the study was to assess the interest, performances and activities of EFL teachers and students of Sidama Zone schools after having additional training before a year. 40 EFL teachers (20 from primary and 20 from secondary), 10 students and 10 school principals (5 from each level) were selected using simple random sampling techniques from the five districts of the area. Three tools: questionnaire, interview and observation were used to gather data. The findings of the study disclosed that there was significant progress in the interest of the teachers to teach and students to learn English in comparison to the not trained EFL teachers. But, there was no change on the performance of the learners and the teachers which might be associated to the limited period since the training. Furthermore, trained EFL teachers were performing special activities to improve the learners' ability of English as compared to the not trained ones who were engaged in the regular activities. The findings also disclosed that there is unwise use and scarcity of resources to support the English language improvement activities. Thus, the findings need collaborative effort to bring further improvements in the learners' ability of English language as it is the medium of instruction second cycle primary and secondary level. [ABSTRACT FROM AUTHOR]

The purpose of this study is to describe an online community-based English extensive reading contest to investigate whether the participants’ intrinsic, extrinsic, and interpersonal motivations and learning results show significant gender differences. A total of 501 valid questionnaires (285 females and 216 males) from Taiwanese high school students and 15 interviewees from the students receiving awards were the subjects in this study. The findings show that females had a stronger participative intrinsic motivation, while males displayed a higher participative interpersonal motivation. Furthermore, female average scores were higher than the male ones on the comprehension tests. Even though the final results of the total scores for females were still higher than those of males, male scores for the interactivity tests were on average higher than those of females. The phenomena and implications behind the participative motivations are specifically discussed and explained. [ABSTRACT FROM PUBLISHER]

Worldwide, curricular changes and financial investments are currently underway to promote the integration of technology in public education and English language learning at a young age. This study examines the iCTs that have become part of the daily instructional practices and educational settings of teachers of English who work with young learners in public schools. To this end, this mixed-methods study draws on a quantitative descriptive-exploratory design and a qualitative multiple-case study. The quantitative data were collected through a Likert questionnaire administered to 28 secondary school teachers of English across 17 municipalities in five regions of Southeast Mexico and 2,944 learners. The qualitative data were gathered from a subsample of six teachers through longitudinal classroom observations, teacher and administrator interviews, and school visits. The non-parametric analyses of the quantitative data and the categorical aggregation analyses of the qualitative data reveal that the use of some multimedia and mobile-assisted communication resources is emerging in the L2 public classrooms. in line with findings from other international contexts, variables that seem particular to public education for young learners and their school setting, however, led teachers to prefer using their own technological devices that included laptops, multimedia material, and cellphones, rather than those in the schools. [ABSTRACT FROM AUTHOR]

Copyright of HOW: A Colombian Journal for Teachers of English is the property of Asociacion Colombiana de Profesores de Ingles and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

PQ4R is an acronym which stands for Preview, Question, Read, Reflect, Recite and Review. This is a student's centered learning strategy. The main objective of the study was to investigate the effect of PQ4R strategy on slow learners' level of attention. To achieve the mentioned objective null hypothesis was tested. Govt. High School No:1 for boys Tordher Swabi was selected for the experiment through convenient sampling. A sample of 20 slow learners was selected from 9th class students of the sampled school. An observational sheet was used to observe sampled students' level of attention during experiment. The duration of experiment was six weeks. Descriptive statistics and chi-Square were used for analysis of data. Thus PQ4R strategy proved to be effective in increasing slow learners' level of attention. On the basis of findings, it was recommended that English teachers should use PQ4R strategy for enhancing students' attention which will help in their achievement in English subject. [ABSTRACT FROM AUTHOR]

Effective teaching learning of English is directly connected with standardized assessment strategies. The appraisal of growth and development of English learning skills is not possible with proper assessment strategies. Considering the importance of assessment strategies in the effectiveness of teaching learning of English skills, a sample of twenty six teachers and five hundred thirty five students was randomly selected from access population delimited to higher secondary schools of Hyderabad. It was found that model was fit. The values of R, R², F and t-test were significant and assessment strategies were strongly correlated to the performance of students. However, students and teachers considered effective assessment strategies essential for the better performance of students but at the same time they showed their dissatisfaction with assessment strategies employed by teachers working in higher secondary school of Pakistan. There was no well-developed system of English assessment. The teachers neither set up and followed assessment schedule nor developed and adapted standardized tests, benchmark books/benchmark passages for the measurement of students' actual position and progress in English. There was no use of latest technology like audio-visual aids, computers, projectors and multimedia etc. for the assessment of students' performance. Audio-video recording and linguistic expert assistance was totally missing in most of the schools. The officers, parents and students were kept unaware of the progress of learners during the academic calendar. The study is rounded off with suggestions. [ABSTRACT FROM AUTHOR]

This article explores one teacher-researcher's consideration of how the 50-year anniversary of the Dartmouth Seminar continues to influence and hold relevance for the teaching of English in Australian secondary schools. Particular attention is paid to the influence of John Dixon and the Personal Growth model of English. The author, an early career teacher, employs narrative inquiry in highlighting both the affordances and challenges for working under the Personal Growth model by examining two noteworthy classroom moments in her career to date: the teaching of Shakespeare in a high-stakes senior classroom, and the teaching of poetry in a junior classroom. The article concludes with a call for the prevailing valuing of Personal Growth approaches to English, despite the increasing challenges of standardised education. [ABSTRACT FROM AUTHOR]

My article argues that the concept of ‘aesthetic learning’ can be helpful for English teachers on two levels. First, it can be a useful identity for English teachers and students to adopt, based upon my own experiences as a secondary English teacher, creative writer and PhD student. Second, I argue that ‘aesthetic learning’ is an effective and productive way of analysing some of the learning processes that happen in the English teacher’s classroom. In order to arrive at these conclusions, I examine my own creative writing, teaching and learning processes from which I extrapolate the notion that we are all ‘aesthetic learners’ in the sense that we learn to appreciate the qualities of the worlds we inhabit, whether these are actual or virtual. Throughout, my own writing, learning and teaching are used to illustrate my argument. In particular, the article seeks to re-position my own teaching in secondary schools within the context of ‘aesthetic learning’. [ABSTRACT FROM AUTHOR]

In response to growing linguistic diversity, many U.S. universities have implemented language policies that include procedures for English learner (EL) identification. Institutional labels such as "English learner" and "limited English proficiency" are regularly used to identify students who may need English language support; these same identifiers often imply a deficit perspective of students. Employing a multiple-case study and ethnographic design, this study examines immigrant ELs' experiences with institutional policies and practices that assign them labels based on their citizenship status and how those labels then affect their identities and sense of place within the university. In this study, immigrant ELs refer to students who have U.S. K-12 schooling, hold permanent residency, or U.S. citizenship, have a first language that is not English, and may have limited English proficiency. Immigrant ELs appropriated policy in order to negotiate institutional labels as manifested in university policies and practices. While immigrant EL policy appropriation allowed them to (re)position their identities, it furthered immigrant EL marginalization and alienation, reproduced ethnic and EL, and undergirded acculturation and assimilation. This study draws attention to the process and practice of identity and the role of language policy and agency in this process in higher education settings. [ABSTRACT FROM AUTHOR]

While important work has been done on assessing classroom texts and investigating classroom discourse, there is little research on teachers doing systemic functional linguistics (SFL) with students for critical ends, especially in the high school arena. This article discusses how instructional use of SFL analytic resources in subject English supported secondary-level students in recognizing how language positions readers as they interpret various texts. The research explored how students responded to using linguistic tools such as appraisal, modality, and identification analyses that made visible the ways in which language positioned people to think and behave in particular ways. Findings suggest that SFL analysis tools aided secondary students in recognizing authors’ use of language and linguistic choices; helped students support or refute claims when discussing critical issues in texts; and supported students’ ability in critical reading and reading critically. The study provides meaningful data that may assist researchers and educators in developing a curriculum that uses SFL to help students recognize language resources used by authors and question the social purpose of such rhetoric choices, supporting students in becoming better analysts and writers of a variety of texts. [ABSTRACT FROM PUBLISHER]

The New Zealand education system is recognised internationally for its overall high quality. At the same time, there is a persistent gap in achievement between students in low socio-economic status (SES) schools in which there is an over-representation of Māori and Pasifika students, and students in more affluent communities. In this paper, we present the findings of a study that explored the participation and achievement rates of secondary school students in selected literacy standards, and used classroom observations to record practices and resources used in literacy teaching. Our findings show the extent to which unequal opportunities to learn (OTLs) for Māori and Pasifika and other students from low SES communities exist at the systems level as well as at the level of classroom instructional offerings. We discuss the factors specific to the New Zealand curriculum and assessment systems that contribute to the current situation and suggest possible ways to achieve a more equitable outcome for all students. [ABSTRACT FROM AUTHOR]

The article focuses on author's experiences of using the book "The Panza Monologues" by Virginia Grise and Irma Mayorga for developing multilingual monologues and critical thinking in experiences lived by students. Topics discussed include creating monologues using Chicano and Latin literature in English language arts (ELA) classrooms, creating monologues on book's concept which is based on Chicana feminist culture and developing translanguaging classrooms.

The article focuses on incorporation of paintings of artist Edward Hopper in English language curriculum for teaching high school students in the U.S. Topics discussed include using painting as text to create short stories, poetry and photography; looking for narrative in paintings as part of ekphrasis exercise and developing self-expression and critical thinking of students through ekphrastic writing.

The article focuses on a story created by English language students at Smith High School in the U.S. and its execution through writing, storytelling using digital media and dramatization. Topics discussed include writing a personal narrative regarding viewing social media culture as a stereotype, creating a digital story based on the same narrative using online resources, and performing the narrative in an Image Theater and creating tableau from key line.

This study explored what it means to be a writer in two Year 12 English classrooms in Western Australia (WA). At the time of this research, WA had witnessed an increase in the school leaving age, resulting in an increasingly diverse cohort of students undertaking compulsory English studies in their final two years of school. The study emerged from an interest in how students who would not traditionally have undertaken senior school English constructed their individual writing identities in response to different learning environments. It incorporated a multiple case study design supported by elements of ethnography. Data from teacher and student interviews, classroom observations and text analysis contributed to an understanding of the student writer. The research identified the key role teachers play in determining student writing identities, the potential value of genre as an entry point for teaching writing, and the ways students may confirm or resist the roles offered to them. [ABSTRACT FROM AUTHOR]

Long-term English learners (LTELs) are frequently characterized as struggling with academic reading in English. This paper moves beyond broad generalizations about this population's English-reading practices to a situated analysis of one ‘LTEL’ – Lizbeth Sanchez's – making meaning in her sophomore biology classroom. This analysis of Lizbeth's reading practices reveals that she successfully navigates the primary reading practices through which she was expected to acquire new disciplinary knowledge. Although the examined reading practices were fundamental to academic success in her biology classroom, they are distinct from those predominantly portrayed asacademic readingon standardized tests and in the research literature. Nevertheless, these findings provide an important counter-narrative about a population that is frequently represented as lacking both academic and linguistic ability. In addition, they illustrate the significance of how academic reading is conceptualized for recognizing and building upon the abilities of ‘struggling readers.’ [ABSTRACT FROM AUTHOR]

Arts-based teaching techniques using physicality help English Language Learners to develop self-awareness. A strong familial and social identity empowers self-expression. [ABSTRACT FROM PUBLISHER]

This article outlines the reconceptualisation and revision of a Year 9 English unit plan to align with practical frameworks of multiliteracies instruction. A middle years English unit plan, which promoted traditional literacy practices over multiliteracies learning, was redesigned to demonstrate how multiliteracies learning could be seamlessly integrated into classroom learning. Aligning both pedagogical foci allowed teachers to augment appropriately students' kaleidoscopic multiliteracies skills, to equip them as productive members of their communities after secondary schooling. [ABSTRACT FROM AUTHOR]

This article examines how three high school English teachers appropriated digital tools from a professional development workshop into their classrooms. Using a cultural historical activity theory framework for teacher learning (Grossman, Smagorinsky, & Valencia, 1999), the author discusses the extent to which teachers appropriated digital and conceptual tools from the professional development program into their classrooms and the benefits and challenges experienced by the teachers as a result of appropriating the tools. Findings showed that teachers were able to easily incorporate digital tools, but found incorporating conceptual tools more difficult. In order to help scaffold the process for appropriating conceptual tools, teacher educators should help teachers articulate their goals for using digital tools, distinguish between practical and conceptual tools, encourage teachers in the same contexts to work together, and provide opportunities to reflect on digitally-mediated student work. [ABSTRACT FROM AUTHOR]

The article discusses a study that chronicled the manner by which a cohort of pre-service teachers used an EL project to better understand secondary English Learners (ELs) and documented the journey of 6 pre-service teachers working in an urban high school in Arizona. Topics discussed include a review of the literature associated with secondary EL teachers, the theoretical lenses used to examine pre-service teachers and the methodology that guided the study.

The aim of the article is to investigate the effects of the foreign language section of TEOG (Transition Examination from Primary to Secondary Education) on language teacher practices in the classroom. The participants of the study include 30 English language teachers working at lower secondary schools in Turkey. The results of the study indicate that language teacher practices in the classroom are greatly affected by several factors such as the style and content of the language exam. The main harmful washback of this exam is found to be the neglect of teaching several skills such as listening, speaking, and writing as these skills are not assessed, and stakeholders such as students and parents require reasonable level of success on these texts. Some other factors negatively affected have been found to be the selection of course books, the medium of instruction, classroom assessment as well as anxiety. [ABSTRACT FROM AUTHOR]

Although secondary school teachers have long been aware of the pedagogical possibilities of Louise Rosenblatt's Reader Response (articulated first in Literature as Exploration, 1938) and I.A. Richards' Close Reading (first broached in The Meaning of Meaning: A Study of the Influence of Language upon Thought and of the Science of Symbolism, 1923) approaches, Stephen Greenblatt's New Historicism (as outlined in his essay 'Resonance and Wonder', 1990), acknowledging our own critical responses are tainted by the predispositions and attitudes of our own age, seems to have remained exclusive to university literary studies. Despite its flexibility (since it can incorporate such additional perspectives as Deconstruction, Feminist, and Psychological), the aim of New Historicism remains to recover the original reception of a text by retrieving the intellectual context of that text, including influences in the writer's life such as political convictions and works read or (as in the case of music, drama and the visual arts) experienced. Since this 'Cultural Poetics' approach sees potential for understanding the sociopolitico- cultural context of a previous era in all sorts of texts, the approach is especially useful in deconstructing and close reading of mixed media texts such as illustrated novels and children's books. [ABSTRACT FROM AUTHOR]