ABSTRACT

The study examined Teachers Perspectives and Practices in Teaching English as a Second Language (ESL) in Secondary Schools in Egor Local Government Area, Edo State, Nigeria. Five research questions were formulated to guide the study.

The Descriptive survey research design was employed to guide the study. The study samples 25 teachers selected from a total of 9 public secondary schools located in Egor local government area. The computed sample size of 25 was based on a sample population of 50 teachers in public secondary schools in Egor Local Government Area, The research instrument was a questionnaire designed by the researcher. The instrument was validated by the researcher’s supervisor, necessary corrections was made on the questionnaire before it was administered to teachers that were selected for the study. Data was collected using a questionnaire. In administering the questionnaire, the face-to-face method was adopted to minimize the chances of errors in the process of responding to it. Data was analyzed using simple frequency, percentage count, mean and standard deviation to get the accurate variation.

The study found out that Teachers Perspectives to teaching English as a second language in Egor local government area has significantly influenced the students language skills and academic achievement, although there is knowledge gap concerning methods used in teaching ,as well as the challenges encountered by Second Language teachers in the region. This research aims to fill to explore and fill the gaps in understanding and providing insight to inform the educational policies and enhance the policy of language instruction in the local government. Based on my findings of the study, implementing cultural elements into language lessons enhancing students language experience as well as adapting teaching methods and materials necessary for effective learning, also language assimilation should be priotized over the preservation and celebration of students linguistics and cultural heritage.