Teaching and Learning of English in Secondary Schools

A Zambian Case Study in Improving Quality

image of Teaching and Learning of English in Secondary Schools

By exploring the ways that teachers and pupils can help to improve classroom practices this book shows how education planners and practitioners can effect improvements in schools even in situations of very scarce resources.

Although the book focuses on Zambia, the experiences presented here will be of relevance to head teachers, school inspectors, teacher trainers and education ministry officials in all developing countries who are working to improve English language teaching and learning.




This book focuses on the teaching and learning of secondary English in Zambian classrooms and examines two main issues, which stem from a synthesis of previous research findings and arguments on the state of Zambian education. The evidence of these arguments is documented in subsequent chapters. One aspect of the argument is that a lack of resources has been the major cause of poor attainments and progression at basic school level (grades 1–9: age 7–14), and this together with lack of resources for secondary schools (grade 8–12: age 12–19) inevitably means that the performance of secondary schools has been poor (Chamba, 1975; Brown 1985; Odada 1988, Ochieng-Moya 1985; Harber 1997; Kelly 1999a).


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