ABSTRACT
This chapter raises the issue of the effectiveness of English teachers as subject departments, or as related groups such as action research groups, in shaping and determining meaningful academic engagement and/or strong academic outcomes for students. It discusses a program of research in low-socio-economic status contexts which focuses on strong student engagement related to teachers being part of collaborative action research. A noteworthy number of teachers across the curriculum had their observed lessons proceed by using student responses as the building blocks towards new knowledge. One of the most common pedagogical strategies nominated at interview was encouraging students to apply knowledge - sometimes through solving problems; at other times through interpretation. Professional development that is enacted through collaborative work, particularly action research, can be a key enabler of successful pedagogical change in schools. The Head of English herself mentored another teacher to become a leader of these projects across the curriculum in subsequent years.
