ABSTRACT

Grouping students at secondary school based on attainment is a prevalent practice in English schools. Despite this, research has suggested that those placed in low attaining groups are disadvantaged by their placement. This study aimed to provide an account of student engagement, teacher interactions and pedagogical approaches employed by English teachers. A mixed method, multiple case study design was used to report on classroom practices and student engagement in three low attaining Year 10 English classes in two secondary schools. Information was gathered using semi-structured interviews with teachers and students and lesson observations. Findings suggest that teachers of these classes promoted engagement by developing positive student–teacher relationships through praise that encouraged learning, minimising negative reprimands and adapting teaching to respond to their students’ needs. The authors suggest that strategic use of these practices allows teachers to develop positive relationships with students, providing the foundation for engagement in lessons.

摘要

根据成绩对中学学生进行分组是英语学校的普遍做法。尽管如此，研究表明，那些处于低成就群体中的人因其安置而处于不利地位。本研究旨在说明学生参与度、教师互动和英语教师采用的教学方法。使用混合方法、多案例研究设计来报告两所中学三个成绩较差的 10 年级英语班级的课堂实践和学生参与度。信息是通过与教师和学生的半结构化访谈以及课堂观察来收集的。调查结果表明，这些班级的教师通过鼓励学习的表扬来发展积极的师生关系，从而促进了参与，尽量减少负面谴责并调整教学以响应学生的需求。作者建议，策略性地使用这些实践可以让教师与学生建立积极的关系，为参与课程奠定基础。