Teaching of English as a Second Language in Zambian Secondary Schools: Challenges and Suggested Solutions

FACTORS IMPACTING ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) TEACHING IN VICTORIAN SECONDARY SCHOOLS

This article discusses the major challenges in the implementation of English as an Additional Language (EAL) education in secondary schools across Victoria, Australia. The background of this study is based on the increasing cultural and linguistic diversity among students, which requires the education system to provide effective and inclusive language learning services. The focus of the study is directed toward various obstacles in the implementation of EAL programs, including students’ low English proficiency, limited resources, insufficient language pedagogy competence among non-specialist teachers, and inconsistencies in educational policies and funding. This study employs a literature review method by analysing various scientific sources, academic articles, and policy documents related to EAL education in Victorian secondary schools. The research stages include literature collection, selection of relevant sources, content analysis, and synthesis of findings to identify challenges and effective strategies in EAL learning. The findings indicate that the success of EAL programs is influenced by consistent policy support, improved teacher competence, inclusive curriculum access, and learning strategies that are responsive to student diversity. The conclusion of this study emphasizes that strengthening institutional support, enhancing teachers’ professional development, and providing adequate resources are essential to improving language proficiency and academic outcomes for EAL students in secondary schools. ABSTRAK Artikel ini membahas tantangan utama dalam penyelenggaraan pendidikan English as an Additional Language (EAL) di sekolah menengah wilayah Victoria, Australia. Latar belakang penelitian ini didasarkan pada meningkatnya keberagaman budaya dan bahasa siswa yang menuntut sistem pendidikan menyediakan layanan pembelajaran bahasa yang efektif dan inklusif. Fokus kajian diarahkan pada berbagai kendala dalam pelaksanaan program EAL, seperti rendahnya kemampuan bahasa Inggris siswa, keterbatasan sumber daya, kurangnya kompetensi pedagogi bahasa pada guru nonspesialis, serta ketidakkonsistenan kebijakan dan pendanaan pendidikan. Penelitian ini menggunakan metode kajian literatur (literature review) dengan menganalisis berbagai sumber ilmiah, artikel akademik, dan dokumen kebijakan terkait pendidikan EAL di sekolah menengah Victoria. Tahapan penelitian meliputi pengumpulan literatur, seleksi sumber yang relevan, analisis isi, serta sintesis temuan untuk mengidentifikasi tantangan dan strategi efektif dalam pembelajaran EAL. Hasil kajian menunjukkan bahwa keberhasilan program EAL dipengaruhi oleh dukungan kebijakan yang konsisten, peningkatan kompetensi guru, akses kurikulum yang inklusif, serta strategi pembelajaran yang responsif terhadap keberagaman siswa. Simpulan penelitian ini menegaskan bahwa penguatan dukungan institusi, pengembangan profesional guru, dan penyediaan sumber daya yang memadai sangat penting untuk meningkatkan kemampuan bahasa dan hasil akademik siswa EAL di sekolah menengah.

TEACHING ENGLISH PRACTICES FOR ELEMENTARY SCHOOL STUDENTS IN PACITAN

This study aims to describe English language teaching practices in elementary schools in Pacitan Regency, the challenges faced by teachers, and the methods applied in teaching and learning activities. This study employed a qualitative approach with a descriptive design. The research subjects consisted of four fifth-grade English teachers from four elementary schools selected using purposive sampling. Data were collected through observation, semi-structured interviews, and documentation, and were subsequently analyzed using Creswell’s interactive analysis model. The findings of this study indicate that English language teaching practices across the schools share similarities and differences in the selection of materials, media used, strategies, and implementation methods, all of which are tailored to the students’ characteristics and the school environment. Teachers still face challenges related to their own competencies, students’ English proficiency, classroom management, and limited educational facilities. To overcome these obstacles, teachers employ various strategies, particularly Communicative Language Teaching (CLT), Inquiry-Based Learning, and Total Physical Response (TPR), which are integrated with a variety of learning activities. This study confirms that success in teaching English is influenced by teachers’ ability to adapt teaching strategies to students’ needs and school conditions.

Addressing Challenges in Teaching English to Young Learners: A Case Study from Thane, Mumbai

The teaching of English to young learners in non-native English-speaking contexts presents a range of pedagogical and contextual challenges. This study investigates the key difficulties encountered by educators while teaching English to young learners in Thane, Mumbai, and its sub-cities—Kalyan, Ulhasnagar, Bhiwandi, Badlapur, and Kasara. Adopting a mixed-methods research approach, data were collected through teacher surveys, semi-structured interviews, classroom observations, and document analysis involving teachers, students, parents, and school administrators. The findings reveal that linguistic limitations, cognitive and psychological factors, environmental constraints, and insufficient teacher training significantly affect the effectiveness of English language instruction. The study offers practical recommendations for improving teaching strategies, enhancing teacher preparedness, and strengthening policy support to promote better learning outcomes among young learners in non-native English-speaking environments.

Effective Strategies for Teaching English as a Second Language (ESL) In Nigerian Secondary Schools: A Study of Ogori-Magongo LGA, Kogi State, Nigeria

English language occupies a central position in Nigeria’s educational system as the official language and the principal medium of instruction in schools. Despite its importance, many students in rural secondary schools continue to experience poor performance in English language due to inadequate teaching strategies, shortage of qualified teachers, limited instructional resources, and insufficient exposure to English outside the classroom. This study investigates effective strategies for teaching English as a Second Language (ESL) in secondary schools in Ogori-Magongo Local Government Area of Kogi State, Nigeria. The study adopts a mixed-methods research design involving questionnaires, classroom observations, interviews, and achievement tests administered to selected teachers and students in rural secondary schools. The study is anchored on Communicative Language Teaching Theory, Sociocultural Theory, and the Input Hypothesis. Findings reveal that learner-centred approaches, communicative activities, contextualized instruction, and low-cost technology-assisted learning significantly improve students’ participation and performance in English language. The study further identifies inadequate teacher training, poor infrastructural facilities, and mother tongue interference as major obstacles to effective ESL teaching in rural schools. The paper recommends regular teacher training, curriculum reform, integration of communicative teaching methods, and government support for instructional resources in rural schools. The study contributes to the ongoing discourse on improving English language education in underserved communities in Nigeria.

“Teach in English or retire”: linguistic, pedagogical and career consequences of English medium instruction

Addressing the Challenges of English Teaching at Secondary Level Bengali Medium Schools

English is becoming an increasingly important communication language. In terms of language learning, children in Indian government schools acquire English as a second language in addition to their mother tongue. The issues teachers encounter when teaching English as a second language are the subject of the research conducted in West Bengal. In this instance, the survey was conducted among West Bengali government school students who speak Bengali. This study’s main goal is to pinpoint the issues English language instructors encounter when instructing Bengali-speaking pupils. A questionnaire was used to collect data for this investigation. According to research, the most common barriers to English learning include students’ fear of speaking English, overwhelming impact of their mother tongue, a lack of confidence, and curricular constraints. In most situations, students are unable to practise English because their social and cultural backgrounds, as well as their home environment, are unsuitable for utilising the English language, causing them to lose interest in learning English. This study recommends modifying the curriculum to allow kids to read with pleasure and utilising technology to teach English through peer groups and narrative. According to the study, when teachers treat students like friends and help them use the language, students find it more acceptable and their anxiety levels decrease. It also shows that language labs and audio-visual instruction greatly improve students’ comprehension in rural schools.