scholarly journals Practices, Challenges and Opportunities of Using Afan Oromo as a Medium of Instruction in Upper Primary Schools of Berbere Woreda, Bale Zone, Oromia, Ethiopia

2020 ◽  
Vol 4 (2) ◽  
pp. 35
Author(s):  
Bezabih Wondimu ◽  
Tesfaye Guta
Keyword(s):  
Primary Schools ◽  
Medium Of Instruction ◽  
Challenges And Opportunities ◽  
Bale Zone

scholarly journals UNRAVELING THE POWER OF TEACHERS’ COMPETENCY AND TEACHING STYLES IN CURRICULUM IMPLEMENTATION: A PERSPECTIVE OF ENGLISH LANGUAGE AS A MEDIUM OF INSTRUCTION

2021 ◽  
Vol 8 (8) ◽  
Author(s):  
Anne Nipher Olieba ◽  
Ronald Kikechi
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Curriculum Implementation ◽  
Teaching Styles ◽  
Target Population ◽  
Primary Data ◽  
Medium Of Instruction ◽  
Head Teachers ◽  
Local Dialect

<p>The language policy in Rwanda states that English is the medium of Instruction (MOI) to be used in the Education system following the 2008 Language shift. However, this change in the MOI brought about extreme challenges to both Rwandan teachers and learners. Moreover, the extensive day to day usage of Kinyarwanda, the local dialect, has greatly inhibited the use of English. This has adversely obstructed the use of the English language as a MOI and the curriculum implementation for over 20 years hence adversely affecting the teaching and learning process. The proficiency of the teachers who are meant to teach in the MOI is quite questionable; many realize the need to learn English while teaching or risk unemployment. As such, this study purposed to examine the teacher competency and teaching styles in use of English as a MOI in facilitating  curriculum implementation in rural primary schools in Rwanda. Guided by the inter language theory and the Discrepancy theory, the study applied a descriptive survey research design. With a target population of 3,269, the study entailed a sample of 1470 randomly selected learners from Primary 4 to Primary 6, teachers and head teachers from 21 schools. The study used questionnaires, interviews, and observation to collect primary data. The study found that the teachers’ competency in using English language as MOI had significant influence on curriculum implementation in rural primary schools in Muhanga district and in the entire republic of Rwanda. The teaching styles factors positively and significantly influence the use of MOI in curriculum implementation when other factors are held constant.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0807/a.php" alt="Hit counter" /></p>

Tweetalig Kleuter- en Lager Onderwijs in Friesland, Een Beschouwing van de Stand van Zaken

1983 ◽  
Vol 15 ◽  
pp. 93-109
Author(s):  
Theun Meestringa
Keyword(s):  
Primary Schools ◽  
The Other ◽  
Substantial Part ◽  
Medium Of Instruction ◽  
Regional Dialects ◽  
Main Motive ◽  
State Of Affairs ◽  
In The Beginning ◽  
Almost All ◽  
Regional Languages

Since August 1980 both Frisian and Dutch have been compulsory subjects in the primary schools in the province of Friesland. This article describes the present situation. It begins with a descrip-tion of the motives for bilingual education in Friesland and relates them to the typology of Fishman. This appears to clarify the position of regional languages and dialects in infant and primary education. In the beginning of the eighties the position of the Frisian language in both schooltypes was investigated. About 45% of the teachers of infant groups use Dutch as a medium of instruction in almost all activities, and about 10% does nearly everything in Frisian. The other 45% use both languages; we don't know in which way or proportion. It appears that in musical activities more than one language is used. The other regional dialects of the children are hardly ever used at all. This last statement is at this moment also true for primary schools. Frisian is a subject in almost every school (86%) and a substantial part of the schools (29%) uses it as a medium of instruction. But looking at the desirability of goals as indicated by the schools, it becomes clear that most schools still don't expect their pupils to be able to write Frisian, though most of them say that their main motive for teaching Frisian is to prepare their pupils for functioning in the bilingual culture of Friesland. Too often it seems that the schools fail in respect to at least the Frisian aspects of culture in Friesland. In other words, it may be said that partial and complete bilingu-alism are not yet found in all the infant and primary schools of Friesland. Hopefully this portrait of the state of affairs will turn out to be an instant photo: things are still developing.

scholarly journals Some Effects of English Loanword Adaptation into SiLozi

2018 ◽  
Vol 10 (4) ◽  
pp. 1
Author(s):  
Georgina Nandila Sitali-Mubanga
Keyword(s):  
Social Studies ◽  
Education System ◽  
Primary Schools ◽  
Medium Of Instruction ◽  
Lingua Franca ◽  
Loanword Adaptation ◽  
African Languages ◽  
Western Province ◽  
English Loanword ◽  
Phonological Rules

This study under linguistics, sought to examine the Morphophonological effects of the English loanword adaptation into SiLozi a lingua franca of the Western province of Zambia which is a media of instruction in grades one to three for systematisation. Like many African languages, SiLozi does not have the potential to give equivalents to words of English origin unless through borrowing. Schools being the pivot of development, there was an inconsistency in the same education system concerning the adaptation of English loanwords. The study was carried out in selected primary schools of Mongu district in Zambia. The data were collected with the use of voice recorders during on-going lessons for grades one to three in Creative and Technology Studies, Mathematics, Science, Social Studies and in SiLozi subjects in order to capture all English loanwords used in the SiLozi medium of instruction. The main results revealed that feature changing, deletion, insertion and metathesis phonological rules were applied on the English terms in order to nativise them.

scholarly journals Adopting English as a Medium of Instruction (EMI) in Brazil and Flanders (Belgium): a comparative study

2020 ◽  
Vol 73 (1) ◽  
pp. 217-146
Author(s):  
Felipe Furtado Guimarães ◽  
Marcelo Kremer
Keyword(s):  
Higher Education ◽  
Comparative Study ◽  
International Organizations ◽  
Language Teaching ◽  
Medium Of Instruction ◽  
Government Documents ◽  
Local Support ◽  
Challenges And Opportunities ◽  
The Creation ◽  
Teaching Learning

The objective of this study is to discuss the adoption of English as a Medium of Instruction (EMI) in the Brazilian and Flemish contexts, considering the influence of globalization and internationalization on the languages in higher education. To reach this goal, a bibliographic research was carried out, in order to analyze documents related to language teaching/learning, including books, journals, government documents, official websites and reports from international organizations. Information collected comprised the data retrieved in Brazil and in Flanders, in order to generate discussions around challenges and opportunities for adopting EMI in these contexts. The study concludes that some actions are necessary for overcoming some challenges identified, such as the creation of local support units (for languages) at universities, for the preparation and implementation of EMI courses.  

scholarly journals English as Medium of Instruction at Primary Level: Problems Faced by Teachers and Students

sjesr ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. 167-174
Author(s):  
Mushtaq Ahmad Tanoli ◽  
Muhammad Ilyas Khan ◽  
Muhammad Iqbal Majoka
Keyword(s):  
Primary Schools ◽  
Goodness Of Fit ◽  
Medium Of Instruction ◽  
Goodness Of Fit Test ◽  
Chi Square ◽  
Primary Level ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Effective Use ◽  
Teachers Training

This study was conducted to investigate problems faced by teachers and students in the teaching-learning process using English as the medium of instruction at the primary level. The study explored the teachers’ competencies and students' abilities needed regarding the use of English as a medium of instruction. A survey research design was used to conduct the study. A questionnaire was administered to a sample of 380 randomly selected teachers of 350 primary schools of HazaraChi-Square Chi Square Goodness of Fit Test was used for the data analysis. Findings revealed that most primary school teachers found it difficult to teach different subjects using English as medium of instruction. Teachers did not seem to be able to provide a suitable learning environment for students in the EMI context. In comparison to students who did not seem to face substantial issues in understanding their lessons through EMI, teachers faced more difficulties in the effective use of EMI for their teaching. This could be linked to their lack of teachers’ training for an EMI teaching environment. The study has important implications as the medium of instruction conundrum does not seem to go away in the Pakistani school education context in general and at the primary level of education in particular.

scholarly journals TEACHING SCIENCE USING ENGLISH DONE BY PRIMARY SCHOOL TEACHERS IN MALANG

2019 ◽  
Vol 6 (1) ◽  
pp. 51
Author(s):  
Pritha Anggiarima
Keyword(s):  
Bilingual Education ◽  
Science Teachers ◽  
Primary Schools ◽  
Educational Background ◽  
Teaching Science ◽  
Average Score ◽  
Medium Of Instruction ◽  
School Teachers ◽  
Primary School Teachers ◽  
Young Learners

English as a Medium of Instruction (EMI) is relied by many teachers to achieve bilingual education goals. The purpose of teaching any other subjects in English is to prepare the students to learn from the firsthand sourcewhen later they pursue higher education. However, there are some challenges when it comes to the practice in young learners. This paper discusses the strategies and problems faced by science teachers in bilingual primary schools in Malang. A questionnaire was distributed to all science teachers who were delivering their lesson in English to determine their educational background, strategies, experiences, and obstacles when they were teaching Science using English. The researcher also asked them about the textbook they used and the students’ average score in Science. As a result, it can be analyzed how successful the teaching of Science using English in bilingual primary schools in Malang.

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