Controversial Issues in the English Language Classroom: An Integrative Review of Empirical Studies of Teacher Beliefs, Experiences, and Approaches
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| Title: | Controversial Issues in the English Language Classroom: An Integrative Review of Empirical Studies of Teacher Beliefs, Experiences, and Approaches |
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| Language: | English |
| Authors: | Mari Lund Eide (ORCID |
| Source: | Review of Education. 2025 13(3). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 36 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Language Teachers, Teacher Attitudes, Beliefs, Second Language Instruction, English (Second Language), Secondary School Teachers, Controversial Issues (Course Content), Risk, Learning Objectives, Critical Literacy, Citizenship Education, Cultural Awareness, Intercultural Communication, Communicative Competence (Languages) |
| DOI: | 10.1002/rev3.70111 |
| ISSN: | 2049-6613 |
| Abstract: | In recent years, the teaching of controversial issues in English language education has gained significant empirical attention. To date, this body of research has not been reviewed. This integrative review analyses and synthesises the main findings of 29 empirical studies on English language teachers' beliefs, experiences, and approaches related to classroom work on controversial issues in lower and upper secondary, as well as tertiary education. The analysis revealed that teachers recognise the multilayered, contextual, and emotional nature of introducing controversies into their classrooms. Some highlight the risks associated with such classroom work and express concerns about potential serious repercussions for addressing specific issues. Nevertheless, most teachers indicate that engaging with controversial issues in English language education supports various learning objectives such as developing critical literacy, democratic citizenship skills, and intercultural and communicative competence. However, scaffolding learners to acquire the language skills necessary for discussing various issues is imperative when the medium of instruction is a foreign, second, or additional language. Teachers' emphasis on strengthening learners' communicative skills in intercultural interactions about controversial issues underscores the added value of such work within language education. The review calls for more research on teaching controversial issues in upper and lower secondary ELT education and in understudied geographical regions. Increased scholarly attention should be directed towards identifying the particularities of controversial issues as a classroom phenomenon in ELT, as well as the universal features shared with other subject areas. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491949 |
| Database: | ERIC |
| Abstract: | In recent years, the teaching of controversial issues in English language education has gained significant empirical attention. To date, this body of research has not been reviewed. This integrative review analyses and synthesises the main findings of 29 empirical studies on English language teachers' beliefs, experiences, and approaches related to classroom work on controversial issues in lower and upper secondary, as well as tertiary education. The analysis revealed that teachers recognise the multilayered, contextual, and emotional nature of introducing controversies into their classrooms. Some highlight the risks associated with such classroom work and express concerns about potential serious repercussions for addressing specific issues. Nevertheless, most teachers indicate that engaging with controversial issues in English language education supports various learning objectives such as developing critical literacy, democratic citizenship skills, and intercultural and communicative competence. However, scaffolding learners to acquire the language skills necessary for discussing various issues is imperative when the medium of instruction is a foreign, second, or additional language. Teachers' emphasis on strengthening learners' communicative skills in intercultural interactions about controversial issues underscores the added value of such work within language education. The review calls for more research on teaching controversial issues in upper and lower secondary ELT education and in understudied geographical regions. Increased scholarly attention should be directed towards identifying the particularities of controversial issues as a classroom phenomenon in ELT, as well as the universal features shared with other subject areas. |
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| ISSN: | 2049-6613 |
| DOI: | 10.1002/rev3.70111 |
