Exploring teachers’ understanding and practices of English Across the Curriculum strategy

Abstract

This study explored the implementation of English Across the Curriculum (EAC) in Namibian secondary schools, where English serves as the language of learning and teaching (LoLT). Although EAC aims to integrate language instruction into subject teaching to strengthen learners’ academic language proficiency, its practical application in Namibian classrooms remains limited and insufficiently examined. Using an exploratory qualitative case study within an interpretive paradigm, the research investigated factors that support or impede EAC practices in two secondary schools in the Kavango West Region. Data were gathered through document analysis, non-participant classroom observations, and focus group discussions with eight purposively selected Grade 10 and Grade 11 teachers across subjects such as History, Geography, Development Studies, Agriculture, and Entrepreneurship. Findings revealed that while teachers acknowledged the importance of EAC, implementation was challenged by limited training, lack of resources, large class sizes, and minimal interdisciplinary collaboration. Inconsistent instructional strategies further weakened integration efforts. Although some educators employed vocabulary-building and guided discussions, these practices were sporadic. In addition, learners’ linguistic diversity often led to reliance on home languages when engaging with complex content. To address these challenges, the study recommends targeted professional development to equip teachers with practical integration strategies, the establishment of professional learning communities, and the development of multilingual policy guidelines that support home language use. Enhanced resource allocation and reduced administrative burdens are also essential to promote effective implementation. The study offers valuable insights into the realities of EAC in multilingual contexts and informs policy and practice on language use in Namibian education.