Research to Strengthen English Language Teaching

Overview:

We collaborate with researchers from the UK and Palestine to enhance English language teaching and learning in Palestine. Our work focuses on conducting in-depth research into the current status of English language teaching in Palestinian schools. This research aims to analyse the challenges, strengths, and opportunities for improvement within the education system.

Our research employs both qualitative and quantitative methods, including surveys, field visits to schools, focus group discussions and interviews. We bring together the perspectives of students, teachers, parents, supervisors, school leaders and policymakers. Through strategic collaboration with the Ministry of Education and Higher Education and UNRWA, we ensure that our findings are relevant and actionable.

This original research on English language teaching, 21st century skills, school leadership and inclusive practices can be used to inform teacher practices in the classroom and educational policies at a systems level.

Pedagogical Approaches for English Teaching and Learning: Pilot Implementation

The aim of this research project is to improve outcomes for students of English in Palestine by shifting fundamental approaches to teaching and learning.

A report was conducted to review the pedagogical approaches and classroom approaches in English classrooms in Palestinian schools. It was found that in the majority of Palestinian classrooms there is still a behaviourist approach to pedagogy. Lessons are mostly teacher-centred and didactic instruction is the most common teaching method. There is significantly more passive than active learning. It was found that there is a need to deliver information and training at the root level of overarching approaches to pedagogy. As a result, a guidance tool was created to provide Supervisors with materials to clearly set this out. It was also found that there is a need to link classroom practices and methods to these fundamental ideas, to support more effective implementation.

This Guidance Tool provides an explanation of these overarching pedagogical approaches; tools for Supervisors to use in evaluating their teachers’ current approach; tools and activities for Supervisors to use while developing their teachers to move them towards the recommended approach.

Critical Thinking and Problem-Solving (CTPS)

In 2023, a report was conducted to assess the effective implementation of Critical Thinking and Problem-Solving (CTPS) skills in English classes in Palestine. The aim was to evaluate the extent to which CTPS is integrated into English lessons and to guide the development of a CTPS toolkit for Supervisors/Specialists (Ss) working with teachers in this area.

The report concluded that CTPS is correctly identified as an area in need of further development. While existing efforts are of high quality, they tend to be too localized. There is a need for broader outreach and more systematic training

Over the last two years, we have targeted thousands of students with the aim of improving their CTPS skills. We trained English in theoretical principles of CTPS and successful action projects were conducted. Alongside this, a toolkit to facilitate the implementation of CTPS in English classrooms was created and shared with Supervisors in training sessions.

An adapted version of the CTPS Assessment tool was developed which is more flexible for use in the current context and accessible for use by a wider contributing audience. This tool might be used by Principals or Teacher Peers who can physically attend lessons, by Teachers themselves as a way of self-reporting and/or by Supervisors working remotely with Teachers.

Guidance on using the tool was delivered. We also created short module clips filmed in Palestinian Schools showcasing best practices to support CTPS implementation in English language teaching.

School Leadership: Principal-Supervisor Collaboration for Teacher Development

This research explores the role of Principals in developing English teachers, focusing on their in-service training, supervision, and collaboration with English Supervisors. Key areas include whether language proficiency hinders Principals' supervisory roles, the effectiveness of Principal-led evaluations, and the influence of Supervisors in teacher assessments. It also examines the availability of training for Principals, their engagement in ongoing teacher development, and the Ministry of Education’s role in fostering Principal-Supervisor collaboration. The study will assess how relationships between teachers, Principals, and Supervisors impact teacher growth and overall school performance.

Recent research conducted by the British Council has identified a need to consider how the current approach to teacher development, and the role of the principal and relationship with the Supervisor, impacts outcomes in English. In relation to English teachers, Principals, in general, appear to still maintain a more administrative role while Supervisors take the lead in lesson review and any in-service training. Principals are responsible for performance management of English teachers; however, it is visiting Supervisors that provide most in-service training and development.

Gender Inclusion: Underperformance of Boys in English

This project aims to conduct targeted research to explore the context-specific reasons that Palestinian boys have poorer outcomes in English exams than their female counterparts and to provide a set of recommendations for immediate interventions as well as broader recommendations to feed into an English system reform.

This study explores factors contributing to boys' high dropout rates through the lens of English education. It examines subject-specific gaps, barriers to learning, and attitudes toward English among boys and parents. The research reviews re-entry education programs, assesses the impact of male teachers, and analyses early learning disparities. Targeted fieldwork, including surveys, interviews, and focus groups, provide insights to inform broader educational interventions.

National Assessment Study 2022

Factors related to disparities among Grade 6 student scores in English Language in Palestine

This research was initiated in response to the Grade 6 National Assessment Test results for 2022 which showed that only a small percentage of students reach the expected proficiency level in English. The aim was to provide the Ministry of Education and Higher Education (MoEHE) in Palestine with a greater understanding of the factors contributing to diverse levels of student achievement in English and with recommendations for future English language teaching (ELT) policy and practice. The research was designed and conducted in partnership with the MoEHE through its Center for Educational Research and Development (CERD).

The study sought to investigate which classroom and educational environment factors relate to the disparities among 6th Grade student achievement levels in English Language described above. Two overarching questions were defined:

To what extent do classroom practices (teaching and assessment) support English language learning?
To what extent does the learning environment (school and community) impact English language learning?