Newcomer Program Impacts on Course Access for Adolescent Newcomer Students

<p>This research examines the status of Te Atiawa historical knowledge in Port Nicholson Block secondary schools.(1) It uses the metaphor of tuna (eels) inhabiting the Waitangi Stream in Central Wellington (now pumped underground) to argue that Te Atiawa histories of place need to be resurfaced in local schools, much as the Waitangi Stream has been resurfaced at Waitangi Park. A pre-interview questionnaire enables nine Te Atiawa experts and nine senior history teachers to reflect upon the cultural continuities and discontinuities they experienced when learning about history in familial and secondary school settings. A series of elite interviews also encourages the participants to discuss the dominance of Pakeha grand narrative accounts of New Zealand, local and Maori history. A survey of unit topics taught in 24 Port Nicholson Block secondary school history and social studies classes, meanwhile, provides a snap-shot of topics taught in local history and social studies classes in 2005. These survey results are compared with those of a nationwide survey conducted by the New Zealand History Teachers' Association (2005). Te Atiawa interviewees experienced higher levels of cultural discontinuity than their teacher counterparts. Though the Te Atiawa interviewees' relatives employed a holistic view of history and frequently used landscapes, flora and fauna to serve as historical texts, their teachers (like the teacher participants' relatives and teachers) were less inclined to do so. The Te Atiawa interviewees, moreover, believed their teachers held stereotypical views of Maori historical figures and events. Only one teacher shared similar concerns about the stereotyping of Maori. Some teachers, however, did value familial narratives and particularistic (e.g. local) knowledge. Consequently, these teachers, like their Te Atiawa counterparts, experienced some degree of cultural discontinuity when Eurocentric forms of universalistic knowledge were accorded greater status than the particularistic knowledge of their families and/or local communities. This research, moreover, indicates that Te Atiawa histories of place are still rendered largely invisible in Port Nicholson Block secondary schools' history and social studies classes. Skills associated with GIS mapping and visual, ecological and optimal functional literacy, also appear to be undervalued. Additionally, most of the teacher participants know little about the tribes inhabiting the area they work in and their topic preferences reflect their feelings of disconnectedness. However, the teacher participants are generally supportive of the potential development of a place-based education partnership between the participating schools and local Te Atiawa people. While the Te Atiawa interviewees want meaningful input into the design and delivery of a partnership model, the teachers feel unable to fulfil these wishes. Insufficient professional development opportunities, resource constraints, professional rivalries, student/parental prejudices and timetable constraints are all cited by the teachers as hurdles to be overcome. Consequently, the Te Atiawa interviewees remain alienated from local secondary schools, while the teacher participants feel trapped in an institutional secondary school culture that I liken, metaphorically, to a hinaki (eel trap). Given the barriers that separate the two groups of participants, this research concludes with recommendations for the consideration of all interested parties. (1) There are variations in the naming of this tribal grouping. In addition to Te Atiawa, the names Te Ati Awa and Ngati Awa have also been used to describe the same tribal grouping. I have followed the advice of the principal historian of the Wellington Tenths Trust and used the name Te Atiawa throughout this research.</p>

<p>This research examines the status of Te Atiawa historical knowledge in Port Nicholson Block secondary schools.(1) It uses the metaphor of tuna (eels) inhabiting the Waitangi Stream in Central Wellington (now pumped underground) to argue that Te Atiawa histories of place need to be resurfaced in local schools, much as the Waitangi Stream has been resurfaced at Waitangi Park. A pre-interview questionnaire enables nine Te Atiawa experts and nine senior history teachers to reflect upon the cultural continuities and discontinuities they experienced when learning about history in familial and secondary school settings. A series of elite interviews also encourages the participants to discuss the dominance of Pakeha grand narrative accounts of New Zealand, local and Maori history. A survey of unit topics taught in 24 Port Nicholson Block secondary school history and social studies classes, meanwhile, provides a snap-shot of topics taught in local history and social studies classes in 2005. These survey results are compared with those of a nationwide survey conducted by the New Zealand History Teachers' Association (2005). Te Atiawa interviewees experienced higher levels of cultural discontinuity than their teacher counterparts. Though the Te Atiawa interviewees' relatives employed a holistic view of history and frequently used landscapes, flora and fauna to serve as historical texts, their teachers (like the teacher participants' relatives and teachers) were less inclined to do so. The Te Atiawa interviewees, moreover, believed their teachers held stereotypical views of Maori historical figures and events. Only one teacher shared similar concerns about the stereotyping of Maori. Some teachers, however, did value familial narratives and particularistic (e.g. local) knowledge. Consequently, these teachers, like their Te Atiawa counterparts, experienced some degree of cultural discontinuity when Eurocentric forms of universalistic knowledge were accorded greater status than the particularistic knowledge of their families and/or local communities. This research, moreover, indicates that Te Atiawa histories of place are still rendered largely invisible in Port Nicholson Block secondary schools' history and social studies classes. Skills associated with GIS mapping and visual, ecological and optimal functional literacy, also appear to be undervalued. Additionally, most of the teacher participants know little about the tribes inhabiting the area they work in and their topic preferences reflect their feelings of disconnectedness. However, the teacher participants are generally supportive of the potential development of a place-based education partnership between the participating schools and local Te Atiawa people. While the Te Atiawa interviewees want meaningful input into the design and delivery of a partnership model, the teachers feel unable to fulfil these wishes. Insufficient professional development opportunities, resource constraints, professional rivalries, student/parental prejudices and timetable constraints are all cited by the teachers as hurdles to be overcome. Consequently, the Te Atiawa interviewees remain alienated from local secondary schools, while the teacher participants feel trapped in an institutional secondary school culture that I liken, metaphorically, to a hinaki (eel trap). Given the barriers that separate the two groups of participants, this research concludes with recommendations for the consideration of all interested parties. (1) There are variations in the naming of this tribal grouping. In addition to Te Atiawa, the names Te Ati Awa and Ngati Awa have also been used to describe the same tribal grouping. I have followed the advice of the principal historian of the Wellington Tenths Trust and used the name Te Atiawa throughout this research.</p>

The article is devoted to the didactic potential of English-language YouTube vlogs for learning English as a foreign language by students of non-philology programs. Modern teachers of foreign languages, working in non-philological specializations, face the challenge of diversifying didactic materials. The emergence of Web 2.0, technological advancements, and the information age present a plethora of opportunities to facilitate engaging, efficient, and high-quality English language learning for both educators and students. The purpose of the article is to provide an in-depth analysis of English-language YouTube vlogs encompassing a diverse range of topics, intended for learners of various demographics, including age, gender, socioeconomic background, and English proficiency level. The study explores the potential of integrating these YouTube channels into classroom and independent learning activities for students enrolled in non-philological programs. Methodology. The research employed a multi-pronged approach. An analysis of existing literature on the research topic provided insights into the current state of mobile learning research, both domestically and internationally. A descriptive method enabled the researchers to synthesize the experiences gained during the exploratory phase. Finally, the synthesis of the gathered data facilitated the formulation and execution of the research concept. The study investigates the didactic potential of eleven YouTube channels for fostering English language learning (as a second foreign language) among students in non-philological programs. A selection of English-language vlogs has been analysed, encompassing categories such as everyday life (The Cottage Fairy), education (Lindie Botes, Ruri Ohama, RealLife English), culinary arts (Delish), popular science, (Geography Now, Smarter Every Day, Vsauce, Thomas Frank, Matt D’Avella), and culture and arts (Chris Stuckmann). These vlogs cater to a broad audience, varying in terms of age, English proficiency level, thematic focus, subscriber count, viewership statistics, and uploaded video content. The analysis revealed that the proposed materials can be seamlessly integrated into the learning process for first-year students categorized as elementary, pre-intermediate, and intermediate learners. A unifying characteristic across the examined YouTube channels is the “edutainment” concept. This approach emphasizes the achievement of educational objectives by combining a gamified learning experience with the instructional content itself. The sheer variety of English language learning vlogs empowers learners to select topics that align with their personal interests, preferred language complexity, and desired level of visual engagement. Additionally, the content offers valuable knowledge for overall development. For educators, the primary advantage of YouTube channels lies in their ability to illustrate key lesson topics with engaging video content delivered by native speakers or individuals who, like the students themselves, have learned English and can offer practical advice. Visual content ranks among the most effective pedagogical tools. Strategically chosen YouTube vlogs can significantly enhance students’ vocabulary development, facilitate the acquisition of idioms and colloquial speech patterns, improve pronunciation, strengthen linguistic competencies, and refine listening and speaking skills. Furthermore, the broad thematic range of the content contributes to an expanded worldview. Students gain exposure to diverse cultural aspects of other countries, acquire new knowledge about the world, develop effective time management skills, and glean a wealth of valuable and engaging information. Conclusion. The integration of English-language YouTube vlogs into the curriculum of non-philological programs presents a promising avenue for enriching the foreign language learning experience. The “edutainment” approach fosters a stimulating and interactive learning environment, catering to diverse learning styles and facilitating the acquisition of essential language skills and knowledge. Further research is necessary to explore the long-term efficacy of this approach and its impact on student learning outcomes.

This article uses the analytic lens of power relations and models of power to examine how the participation of two students in an urban US eighth‐grade English language arts class was symbolically and literally deleted. The researcher asks why do some students fail despite being placed in a technologically rich educational environment that ostensibly draws on best practices? Drawing on data collected during an academic year, the author uses a telling case of a dyad engaged in on‐line research and the creation of a PowerPoint presentation to illustrate how the students try to participate and complete the assignment but experience failure. The author raises questions about the context of the students' lives as well as the nature of the classroom instruction and assessment structure. It is argued that further research into the nature of participation is needed to address the lack of student success in urban schools.

In this experimental study, we examined the effects of a multicomponent reading comprehension intervention in sixth- to eighth-grade English language arts classes with a focus on factors to enhance treatment implementation. We tested the contribution of a theoretically derived fidelity framework that included adherence, quality, dosage, program differentiation, and student responsiveness. The study was conducted in three schools, involving 14 teachers and 859 students. English language arts classes were randomly assigned to the Comprehension Circuit Training intervention (n = 30) or typical practice comparison (n = 31) conditions, and all teachers taught in both conditions. Findings indicated that there was no reliable difference between the intervention and typical practice groups on standardized or researcher-developed proximal measures. To investigate the relationship between fidelity and student outcomes, we conducted a confirmatory factor analysis (CFA) to determine the relation of the indicators to a latent fidelity factor. Results of the CFA revealed a single fidelity factor composed of the adherence, quality, dosage, student responsiveness, and program differentiation variables. The fidelity factor was statistically significantly related to outcomes on a standardized comprehension measure (γ = .86, p < .01) and a narrative measure (γ = .52, p < .01). Results underscore the need to consider the complexity of implementing multicomponent interventions in middle schools and the importance of measuring multiple dimensions of the implementation of fidelity.

This study intends to contribute towards further verification of the language coaching notion, and language confidence clips available on the YouTube platform, in particular. Thus, it aims to shed more light on the novelty approach towards learning, that is the confidence coaching clips on YouTube. The ideas presented in the paper are based upon our own experiences gained from this form of teaching. Additionally, the research presented in the further part of the paper shows the function of the creative approach to an L2 adult/adolescent learner and signifies its prominence in the whole process of L2 education. The principal goal of this study is to assess the usefulness of confidence coach YouTube clips in teaching business-related vocabulary to adolescent learners and in this way determining the potential advantages and/or the limitations of implementing the aforementioned short clips in the teaching process of business-related vocabulary in a language classroom (Nation, 2001). The research comprises two stages of evaluation, applied to both the experimental (E) and control (C) groups – the qualitative and quantitative form. The quantitative evaluation is carried out by means of the pre- and post-tests applied to secondary school students. The students in both groups attend the second and third grade of Technical Secondary School in Cieszyn, Poland, and are between 16 and 18 years of age. The vocational profile of the students is Logistics Technician. All of the groups are classified at the pre-intermediate level of proficiency in English with only 4 pupils with English competency notably surpassing the level of the groups. Both tests focus on the practical use of core curriculum business lexis items that are the target of the research and are applied in the form of YouTube clips to the experimental group, with no application of such clips to the control group where the same core curriculum materials are delivered in the standard way. The qualitative assessment is applied to the two groups using a questionnaire handed out to students following the research. To provide the research with substantial data regarding the feedback of the participants, all participants of the study were requested to answer three basic research questions split into three sub-groups: 1) measuring the participants’ level of lexical knowledge; 2) checking the correctness of participants’ answers; and 3) eliciting answers, presenting the personal and unstructured view of the participants (2 items). Five-point Likert scale was applied to find the material to be further elaborated statistically. The findings indicate that the final results concerning the practical use of business vocabulary in the experimental group are statistically more stable when compared to the results obtained within the control group. The post-test scores, compared to the scores of the pre-test, reinforce the theory that the carrier of the target vocabulary items, being the confidence coach YouTube clips improved the knowledge of the students in the experimental group in comparison to the control group that learned it via the traditional, paper-based way. It was also found that there is a relationship between the confidence coach YouTube clips and creative approach in learning vocabulary, business lexis included. What is more, the obtained results showed that 1) the majority of the students (95%) had never experienced using confidence coach You Tube clips as a form helping them to utilise business lexis, which also suggests that there is an immense opportunity for exploring further and utilizing this type of learning in the near future; 2) the students’ attitudes towards the usefulness of YouTube confidence coach clips in learning business-related vocabulary in a stress-free manner was assessed as being very useful by them; and 3) the students’ general perception of the YouTube confidence coach clips in their learning of new business-related vocabulary items and phrases creatively and in an enjoyable manner was also assessed as being predominantly positive. The research allows to determine the extent to which adolescent students of secondary school level taking part in ESP English education could expect success, if only they were requested to participate in the lessons based on involving and creatively elaborated materials, such as confidence coach You Tube clips. The results of the study confirm the existence of a relationship between the confidence coach YouTube clips and a creative approach in learning vocabulary, one more time highlighting the importance of introduction of attractive and creative materials that may be positively assessed by the learners; the thesis that such materials make the learners more willing to self-motivate themselves and voluntarily indulge in further mental effort expecting activities was thus found to be positively assessed one more time.

This article explored the objectives, contents, and pedagogical approaches in English language education examining the Finnish and Nepalese basic education curricula. The study aimed to reveal the similarities and differences between two countries’ English language curricula and to find out why a big difference occurs between Finland’s and Nepal’s English proficiency levels. Data were collected from Finland’s and Nepal’s English language curricula for basic education and the official documents such as acts, decrees, and laws on basic education were also examined to support the data from the curricula. Data were analyzed with the method of thematic document analysis. Overall, the results of the comparative study indicate that both Finland and Nepal aim to increase linguistic and cultural awareness and teach English language for communicative competence. Both countries also would like to encourage pupils to track their English language learning. On the other hand, while the Finnish curriculum offers general guidelines for the instruction of the English language giving flexibility and autonomy to schools, the Nepalese curriculum prevents schools from preparing a flexible plan for English language teaching according to the needs of pupils by offering specific content and testing techniques. The findings reveal that the Finnish curriculum presents guidelines for teachers, students, and local education providers on how to reach educational goals rather than giving specific content for the subjects giving flexibility and autonomy to schools. On the other hand, the Nepalese curriculum provides specific instructions and suggestions for the application of English language teaching with detailed content containing units for each grade and even suggested testing techniques for teachers.

The study investigated why boys perform poorly in the English language in secondary schools, with a focus on schools in Uganda. The specific objective was: to establish the perception of teachers of English towards boys in English lessons in Uganda. An explanatory case study research design was adopted, and 20 study participants were included in this study. Purposive sampling techniques were used to reach the respondents and the primary data was collected using interview guides, observation checklist and document analysis. Findings revealed that teachers of the English language perceive boys as not cooperative in class; they are stubborn, disturbing, and much disorganised with low interest in the subject. Findings further revealed that some teachers are supportive and accommodative whereas some are cold-hearted towards them. The administrators also said that the performance of boys in the English language has been deteriorating for the last four years since 2018 when it comes to the UCE results. It was recommended that Teachers need to improve their pedagogical approaches in order to interest boys in English Language subjects. Boys need to be trained in better ways in which they can read the English language and be independent thinkers than always following their peers. In addition, Boys in secondary schools need to change their attitude and feeling towards the English language and take it as a serious subject like other subjects. Developing a positive perception and attitude towards the subject will enable them to improve their grades. Further still, boys should not perceive the English language as a subject for only girls because there are male teachers of the English language and doing it perfectly well with ease.

Globally, domestic violence is a significant problem and one of the most pervasive human rights challenges especially for the most part of African societies whose issues relating to partners violence is largely treated as hidden phenomenon. Domestic violence remains a hidden and persistent problem because of the power and control held by the abuser, the fear, intimidation and humiliation suffered by the victim of the crime. This study was carried out in secondary schools in Nigeria to investigate domestic violence on family relationships among couples in Ekiti state. Three research questions were raised to guide the study and three hypotheses were also formulated and tested at 0.05 level of significance. The study adopted the survey method of descriptive research design. Population is comprised of all JSS III students in social studies classes in Ekiti state. The sample of three [3] schools with one hundred and fifty (150) students were used. The schools were in three local government areas in Ekiti state. The students were taught domestic violence using demonstration method in one school and in another, using Discussion Method in another, using lecture method in the third school after which the students were served with the questionnaire designed by the researcher. Face and content validity of the instrumentation was done by the researcher together with colleagues in counseling psychology. Corrections were made. The reliability of the instrument was carried out on 30 students using the test retest method with a coefficient correlation of 0.81 obtained which implies the instrument was reliable for the study. To combat frequent domestic violence in families, the students in their formative years as recommended that peace and non-violent curriculum that will integrate the study of domestic violence, inter group conflict and development of critical thinking as well as problem solving be adopted in schools in Nigeria, since domestic violence has done more harm to couples and their relationships, this paper suggest peace curriculum in all schools for the sake of the children who will grow up to become responsible husband and wives in the future.

Introduction. The relevance of the research is accounted for by the search of new pedagogical technologies for the formation, preservation and reproduction of traditional cultural values in the socio-cultural space. The aim of the article is to analyse the educational potential of extracurricular activities in the English language involving the elements of palaeontology for secondary school students. Materials and methods: 1) study of due normative documents and scientific methodological literature; 2) organisation of two expert interviews with worldclass palaeontologists; 3) questioning encompassing sixty-four 8th-year pupils of two schools of Karaganda region, Kazakhstan; 4) experimental work aimed at introduction of a series of extracurricular activities in the English language with elements of palaeontology; 5) methods of mathematical processing of research results: Yule’s coefficient of association (Q), Pearson’s contingency coefficient (Cc), Fisher’s angular transformation criterion (φ), McNemar test (χ2). Results. A number of factors were revealed testifying that the palaeontological discoveries on the territory of Kazakhstan represent a cultural component which heightens the interest to the history of the native land, develops patriotism, improves the quality of education, as well as draws attention to the problem of imbalance between the interest in palaeontological finds of Kazakhstan on the part of the world scientific community and the lack of knowledge in Kazakh young people about the richness of the country’s ancient flora and fauna. The study of the regulatory framework revealed some inconsistencies and gaps in the biology curriculum for 7th-9th year school learners, which were filled only with the help of extracurricular activities in the English language with the inclusion of elements of palaeontology. The cumulative assessment formed by the means of analysis of two expert interviews makes one conclude on the interest of the global palaeontological community in the ancient flora and fauna of Kazakhstan as well as on the motivational, educational and socio-cultural potential of palaeontological content in school’s educational activities. Some statistically significant differences were revealed in respect of preference of extracurricular activity types in 8th-year learners (χ2exp =7.719; p≤0.05), on the ways to increase motivation to participate in such extracurricular activities (φemp=2.353 with p≤0.05) and regarding the extension of vocabulary on palaeontology in English (χ2 = 9.524 with p≤0.05). Conclusions. The evidential base of the educational potential of palaeontological elements in extracurricular activities at classes of English at secondary middle school can be used in interdisciplinary extracurricular activities at all educational levels.

The researcher investigated the relationship that existed between teacher proficiency and students’ academic performance in secondary schools in Ekiti State, Nigeria. This research work took after survey research design. The population of this study was all teachers and students of the 219 public schools in Ekiti State. Systematic and stratified random sampling techniques were used to select 5 secondary schools from each of the three senatorial districts in Ekiti State. In each school, four teachers teaching the core subjects and ten students for each teacher were selected using simple random technique totaling 45 teachers and 145 students of senior secondary school three (SS3). All the 120 students used for this study were students who offered the four core subjects. Two instruments were used. They are; Teachers’ Proficiency Questionnaire (TPQ) and Students’ Academic Performance Inventory (SAPI). The instruments were validated by experts in Text and Measurement who ensured face, construct and content validity of the instruments. Reliability of TPQ was realized using test-retest reliability which yielded 0.65 level of significance. The data collected from the respondents were tested using Pearson Product-Moment Correlation Statistics at 0.05 level of significance. The results of this research indicated that there was relationship between teacher proficiency and students’ academic performance in secondary schools in Ekiti State, Nigeria. All the variables of teacher proficiency have relationship with students’ academic performance. It was recommended that teachers should be given opportunities to engage in professional development such as workshops, conferences and coursework so that they could improve their subject matter knowledge and teaching skills. Also, those without degree certificate should be encouraged to engage in further studies.

This study examined the potential of “transfer of learning” for arts students and the relationships among students’ fear of failure, procrastination, and self-efficacy when learning English. Two studies were conducted; in the first study, we investigated transfer of learning for arts students between their majors and the English language. In Study 2, we explored the influence of the fear of failure, procrastination, and self-efficacy on students’ English proficiency levels. We implemented a structural equation model (SEM) to ascertain whether the fear of failure and procrastination played a mediating role between students’ self-efficacy and English proficiency levels. The participants consisted of 501 students majoring in arts. The research tools included the online General English Proficiency Test and a questionnaire. The results indicated that both hugging and bridging strategies were significantly correlated with students’ English language achievements. Stepwise regression analysis revealed that hugging strategies, such as setting expectations, matching, simulating, modeling, and practicing problem-based learning, were positive predictors. The SEM results indicated that self-efficacy had a negative effect on students’ procrastination, and both the fear of failure and procrastination played mediating roles between students’ self-efficacy and English language achievement.

Adolescent female students should be provided opportunities to access reproductive health information to navigate this period of development successfully. Examining the use of the Internet for accessing reproductive health information by this group will provide useful information on their information needs and seeking behaviour. The aim of this study was to investigate the use of the Internet for reproductive health information among adolescent female students in secondary schools in Enugu, Nigeria. This descriptive study was conducted on adolescent female students in six secondary schools in Enugu urban. Data were collected using a self-administered questionnaire. A total of 120 adolescent female students participated in the study. The adolescent female students use the Internet to seek for information on general see education (n=120, 100%), sexual hygiene (n=71, 59%), abstinence from premarital sex (n=68, 57%), avoidance of sexual abuse (n=67, 56%). Their preference for the Internet include its privacy (n=115, 96%) and wealth of information (n=111, 92%). Adolescent female students use the Internet to meet their reproductive health information needs. Access to the Internet should be enhanced for this group.

This study examined the mother tongue and academic achievement of English-language students in selected senior secondary schools in Ekiti State. The study employed the quasi-experimental research design. The instrument for data collection was a semi-structured questionnaire. The instrument was subjected to both validity and radiality tests. Data was collected among 240 students in junior secondary schools in two selected cities in Ekiti State. Data collected were analysed using descriptive and inferential statistics (ANCOVA) at P&lt;0.05 significance level. Findings from the study exposed that the mother tongue had a mean score of 16.55, while those taught using the English Language and a combination of English language and mother tongue had mean scores of 17.95 and 17.06 before treatment. On exposure to treatment, students in the mother tongue group had the highest mean score of 32.20, followed by those exposed to a combination of English Language and mother tongue (mean=28.68) while those taught with English Language had the lowest mean score of 24.25. The result shows that achievement mean scores of female students in all the groups slightly outweighed their female counterparts except those taught using the English Language. That is male-mother tongue (mean=31.28), female-mother tongue (mean=33.13), male-English Language (mean=24.47), female-English Language=24.02), male-English Language+ mother tongue (mean=28.20), female-English Language +mother tongue (mean=29.15). The result shows that achievement mean scores of urban students in all the groups slightly outweighed their rural counterparts except those taught using a combination of English Language and mother tongue. That is, rural-mother tongue (mean=33.13), urban-mother tongue (mean=31.20), rural-English Language (mean=24.02), urban-English Language=24.65), rural-English Language+ mother tongue (mean=29.15), urban-English Language +mother tongue (mean=28.68). There is a significant difference in the performance mean scores of students taught using English Language, mother tongue and combination of English Language and mother tongue before and after treatments. The treatment accounted for about 32.4% (Eta2 = 0.324) of the observed variance in the performance mean scores of students. The study concluded that the mother tongue is crucial and must be considered in teaching teaching-learning process for better academic performance of students in the English language.

The study examined security challenges and students’ academic achievement in English language in the senior secondary schools in Ebonyi state. The study was a descriptive survey study. The population of the study consisted one thousand and thirty-seven language teachers out of which a sample study of 205 English language teachers with the school administrators were randomly selected in Eighteen (18) secondary schools in the three Education Zones. In each zone 6 schools were selected making it a total of 18 secondary schools. Three research questions and a null hypothesis were formulated to guide the study. The research instrument was security challenges and students’ academic achievement English language questionnaire (SCSALQ). The instrument was validated by experts in the Arts and Social Science Education and Measurement and Evaluation units in the Ebonyi State University. The instrument was further subjected to a reliability test in a test-retest and an index of .082 was realized and this certified the use of the instrument. Data collected were analyzed using percentages, rank order and t-test statistics respectively. Findings revealed that different security challenges existed in secondary schools in teaching English language in the State and that there were many causes of these security challenges. These security challenges had adversely affected students’ academic achievement in the State. The implications were that brain drain and students’ poor academic achievement were experienced in schools and the State as a whole. It was recommended that government should seriously and in all honesty put to a stop insecurity in the State. School administrators and individual students should be at alert and instill discipline in the students. More teachers should be recruited, trained and retrained to guard students’ irrational behaviours and ensure effective teaching and learning. Keywords: Security Challenges, English language teaching, academic achievement, school administrators DOI: 10.7176/JEP/13-23-06 Publication date: August 31 st 2022