The Role of Context in Defining Secondary Language Arts Instruction

Abstract

Warrican's (2009) report on the literacy instructional implications for secondary teachers resulting from the implementation of Universal Secondary Education (USE) in the Eastern Caribbean considered secondary teachers' perceptions of their pedagogical competence–from feelings of frustration to a growing sense of inadequacy. Meanwhile, the Caribbean Examinations Council (CXC) continues to report dissatisfaction with the delivery in English at the secondary level. This chapter offers a snapshot of the context of secondary education in general and English Language Arts in particular in the Eastern Caribbean. It draws the teaching of secondary English towards a particular set of answers to the question of pedagogical knowledge that should be of concern to secondary teachers of English. These ideas include the use of context as a central factor in interpreting secondary schooling; examination and classroom practice; and the use of professional development and collaborative practice to anchor pedagogical knowledge and experience.