Choosing texts in secondary school English teaching

In this webinar, Dr Claudia Rozas from the University of Auckland, English teacher Jordan Tricklebank from Takapuna Grammar, and Dr Taylor Hughson from Victoria University of Wellington discuss the complex question of how and why secondary English teachers select the texts they teach. The discussion highlighted that text selection is not a neutral process but one that carries significant educational, cultural, and political implications.

The importance of text selection

The choice of texts is central to English teaching because, as well as supporting literacy learning, texts preserve cultural heritage, shape identity, and foster engagement with democracy, equity, and social issues. Through the texts they select, teachers influence how students encounter literature and how they develop as readers, thinkers, and members of society. They also set students up for success in their assessments by choosing texts which offer opportunities for rich disciplinary learning.

Approaches to selecting texts

The panellists identified several key principles for selecting texts. These include considering the real-world significance of a text, its teachability in terms of stylistic and structural features, and its capacity to sustain complexity and uncertainty that provoke critical thinking. Texts that are compact but rich can provide powerful entry points for literary study, while longer, more challenging works help extend students’ abilities. Overall, aligning text choices with clear pedagogical goals and the intended learning outcomes of English is essential.

Teacher-led selection and student choice

There is a time and a place for both teacher-led text selection and student-choice. The panellists argued that teacher-led text selection should be the default, not only because teachers have the knowledge and expertise to choose texts that provide rich learning opportunities, but also because communal engagement with the same text enriches classroom dialogue and fosters collective learning. While opportunities for student choice already exist in areas such as Scholarship examinations and assessment standards exploring connections, there is concern that an overemphasis on student-led selection could lead to shallow engagement or inequitable outcomes, as students may lack the expertise to make well-informed decisions. For this reason, student text selection should be kept until later in a school career, once students have learnt how to read and analyse critically. However, throughout students’ education, space should be made for independent reading for pleasure through informal structures such as silent reading, as this helps cultivate lifelong engagement with literature.

Evaluating the effectiveness of text choices

The effectiveness of text choices can be evaluated in several ways. Indicators include whether students are engaging with the key ideas and techniques intended by the teacher, whether there was appropriate challenge, the cultural and literary merit of the text, and the richness of language. In addition, the panellists noted that the true impact of a text may not emerge until years later, when students reflect back on their learning, sometimes years after they have left school.

The debate on prescribed texts in Aotearoa

In Aotearoa New Zealand there is currently a debate around prescribed texts. While there is resistance to external prescription, recommended lists should be approached critically but constructively. Simply defending the status quo may fail to address inequities. Instead, the panellists argued that teachers can play an active role in shaping a national vision for what young people ought to read. A shared canon, created specifically for Aotearoa, could strengthen collective identity and enable richer, text-specific assessment, while also contributing to a cultural repertoire that allows students across society to connect through common literary experiences.

Concluding thoughts

The discussion made clear that choosing texts in secondary English is both a pedagogical and political act with long-term consequences. Teachers must navigate tensions between engagement and rigour, accessibility and literary value, teacher expertise and student agency, and professional autonomy and national direction. Ultimately, text selection shapes not only immediate classroom outcomes but also the cultural and intellectual lives of students far beyond school. The overarching goal is to nurture a generation of readers who can think critically, appreciate literature, and connect with the cultural heritage of Aotearoa New Zealand and the wider world.