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.




In the context of the economic and material constraints experienced by some countries while trying to provide quality education to all, this book investigates how the teaching and learning of secondary English can be improved despite such constraints. The study highlighted in the book takes its starting point from previous research and commentaries concerned with the constraints and performance of Zambian schooling over two decades (1980–2000). It examines this research and writing critically, and concludes that two widely-accepted theses are broadly correct. First, the poor state of Zambian schooling is primarily due to its poor resourcing by the national government, which in turn is a consequence of the poor state of the national economy and of policies pursued under pressure from international financial agencies. Second, both national needs and educational logic strongly suggest that Zambian schooling should be improved from the bottom up, that is, with priority initially being given to universal basic education and only subsequently to the further development of secondary and tertiary education.


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