THE PURPOSE OF THIS INVESTIGATION, MODELED AFTER A RPOFESSIONAL LOAD STUDY BY THE ALBERTA TEACHERS' ASSOCIATION, WAS TO ASSESS THE STATE OF ENGLISH TEACHING IN A NUMBER OF EAST LONDON SECONDARY SCHOOLS. SOME ASPECTS OF THESE FINDINGS WERE THEN COMPARED WITH CONDITIONS IN ALBERTA, CANDADA. INTERVIEWS WERE HELD WITH 69 EAST LONDON TEACHERS AND THE HEADMASTERS OF 13 SCHOOLS. RESULTS INDICATED THAT--(1) THE PERCENTAGE OF TEACHERS WITH UNIVERSITY DEGREES IS MUCH HIGHER IN GRAMMAR SCHOOLS THAN IN SECONDARY-MODERN OR COMPREHENSIVE SCHOOLS, (2) ABOUT 20 PERCENT OF THE SAMPLE HAVE NOT COMPLETED PROFESSIONAL CERTIFICATE REQUIREMENTS, (3) GRAMMAR SCHOOL TEACHERS MEET CLASSES OF SMALLER SIZE THAN THEIR COLLEAGUES IN SECONDARY-MODERN AND COMPREHENSIVE SCHOOLS, (4) LITTLE USE IS MADE OF AUDIOVISUAL AIDS, (5) WORKING ENVIRONMENTS, WITH THE EXCEPTION OF LIBRARY FACILITIES, ARE SATISFACTORY TO TEACHERS, (6) TEACHERS HAVE CONSIDERABLE CHOICE IN THE USE OF SYLLABI, AND (7) INTERNAL COMMUNICATION WITHIN ENGLISH DEPARTMENTS IS LARGELY INFORMAL AND UNSCHEDULED. COMPARED WITH TEACHERS IN ALBERTA, BRITISH TEACHERS MEET MORE STUDENTS EACH DAY AND ASSIGN MUCH MORE WRITING TO THEIR STUDENTS. (APPENDICES CONTAIN--(1) THE INTRODUCTORY LETTER TO HEAD TEACHERS, (2) A COMMENTARY ON INTERVIEWS HELD WITH HEAD TEACHERS, (3) A SAMPLE BRIEF ENGLISH SYLLABUS, (4) A SAMPLE OF A MORE DETAILED ENGLISH SYLLABUS, AND (5) THE PREFACE TO "THE PROFESSIONAL LOAD OF SECONDARY TEACHERS OF ENGLISH IN ALBERTA 1964-64.") (THIS REPORT WAS SUBMITTED AS AN ASSOCIATESHIP REPORT, THE UNIVERSITY OF LONDON INSTITUTE OF EDUCATION.) (DL)