The classroom practices of primary and secondary school teachers participating in English in action

The purpose of this study (Study 2a2) was to ascertain whether changes in the classroom practice of teachers and students participating in English in Action (EIA) had been sustained over the period of the pilot school interventions. As far as possible, the results of this study were compared to: i) those observed in a baseline study of a sample of schools prior to the interventions (Baseline Study 3, EIA 2009 a & b), as well as ii) Study 2a (EIA 2011a) on the classroom practices of primary and secondary school teachers participating in EIA, undertaken in June 2010, four months after the launch of the interventions. Like Study 2a, this follow-up investigation was a large-scale quantitative observation of teaching and language practices among teachers and students participating in the EIA primary and secondary programmes. A feature of any improved English language teaching is an increase in the amount of student talk in lessons, as well as an increase in the use of the target language by both teachers and students. Thus, this study focused upon the use of English by teachers and students, the extent of teacher and student talk time, the nature of the teacher talk, as well as the nature of the activities that students took part in. A total of 324 teachers were observed for this repeat study: 195 primary and 129 secondary teachers.

The study provides insight into several aspects of communicative language teaching and interactive pedagogy (which are outlined below) and, despite some variation from the 2010 findings, presents evidence of sustained positive change in teacher practices and the use of English in the classes observed.

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