Controversial issues in the English language classroom: An integrative review of empirical studies of teacher beliefs, experiences, and approaches

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. Context and implications Rationale for this study: Although teaching controversial issues in English, language education has received increased empirical attention in recent years, this research has not been reviewed. This review aims to fill this gap by synthesising recent empirical research on this phenomenon, thereby identifying the salient themes and patterns characterising this research area. Why the new findings matter: The findings illuminate that the curricular expectations of the teaching paradigm in which teachers are immersed impact their pedagogical choices and agency. While many recognise the pedagogical possibilities of thematising controversial issues, others fear serious repercussions if such matters are brought into the classroom. This has personal and emotional consequences for teachers. Implications for Practitioners: Exploring controversial issues may support various English language learning objectives, including developing critical literacy, citizenship skills, and intercultural and communicative competence. The review demonstrates how educators can organise classroom work in the ELT context to achieve these curricular aims, including how teachers can remain mindful of potential language barriers or anxieties that may arise when discussing controversial issues in the English language classroom. Researchers: The review suggests that future studies should focus on upper and lower secondary English language education and combine several data collection methods. More comprehensive quantitative studies are needed. Theoretically, future research within ELT should strive to establish connections to interdisciplinary research on controversial issues in education.