• Chongboi Baite

The subject of language instruction in the secondary school level is crucial in defining how students perform academically, in their mental growth, as well as their capacity to engage in social and civic life effectively. At this age, the learner should leave the simple language proficiency level and acquire new skills of reading critically, writing coherently and communicating with a sense of purpose. Admittedly, on this level, the study of language is complicated, and in this paper, the author looks at key theoretical underpinnings that inform effective language instruction in secondary school. Taking a conceptual and literature-based approach, the article assimilates the understanding of behaviourist, cognitive, constructivist, sociocultural and communicative language teaching schools of thought. The analysis identifies the contribution made by each of the theoretical frameworks to the understanding of the language learning processes and decision-making in pedagogy. The paper also explains how the theories are relevant to education in terms of classroom, curriculum and teacher programs. It arrives at the conclusion that an extensive, theory-based method is needed to support the effectiveness and relevance of language education at a secondary school level.

Language pedagogy, secondary education, learning theories, language teaching, curriculum

"Theoretical Foundations of Effective Language Pedagogy at the Secondary School Level", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.13, Issue 1, page no.b318-b324, January-2026, Available :http://www.jetir.org/papers/JETIR2601148.pdf

"Theoretical Foundations of Effective Language Pedagogy at the Secondary School Level", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.13, Issue 1, page no. ppb318-b324, January-2026, Available at : http://www.jetir.org/papers/JETIR2601148.pdf