Attitudinal Gaps in Secondary School English Language Teaching in Chennai: Teachers, Students, Parents Perspectives

Abstract

The present study investigated differences in attitudes toward English Language Teaching (ELT) among secondary school teachers, students, and parents in Chennai. Although all groups value English for education, employment and social mobility their expectations diverge. Using an interpretive qualitative approach, the study draws on in-depth interviews with 14 teachers, 17 students from Grades 9 to 10 and 9 parents. Thematic analysis reveals a systemic misalignment among teachers, students, and parents. These gaps reinforce rote learning rather than communicative competence. The study recommends time-efficient communicative methods, low-anxiety peer interaction activities, and parent orientation programs clarifying the distinction between marks and proficiency.