scholarly journals Language of Instruction for Teaching Mathematics at Primary Level: Controversy in Pakistan

2018 ◽  
Vol 35 (1) ◽  
Author(s):  
Saira Maqbool ◽  
Mamoona Ghani ◽  
Saima Maqbool
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Poor Performance ◽  
Teaching Experiment ◽  
National Language ◽  
Medium Of Instruction ◽  
School Students ◽  
Primary Level ◽  
The Difference

One of the factors credited to the poor performance of students inPakistan is the medium of instruction used at primary level. More than70 languages are alive languages/spoken languages of Pakistan and itsgovernment is confused which language to select as MOI (medium ofinstruction) at primary level, i.e. Urdu which is the national language ofPakistan. This paper explores the MOI controversy in Pakistan it alsosought to explore the possibilities and effectiveness of using Englishversus Urdu as a medium of instruction for the teaching of Mathematicsin primary schools in Pakistan. A teaching experiment was conducted tocompare the use of English as a medium of instruction with Urdu asmedium of instruction in the teaching and learning of Mathematics tograde 3 class. t-test was applied to find of the difference of the progressbetween two groups, one group taught in Urdu as MOI and second inEnglish as MOI. Major findings of the research indicated that the use ofUrdu as a medium of instruction in the teaching of Mathematics toprimary school students had a more positive impact upon the teaching ofMathematics. This discussion contains language controversy from thepre-partition time (1835-1947) till date in different political regimes tounderstand the causes of disagreement upon the selection of a singleMOI in education. Applicable recommendations were made in the lightof the findings.

scholarly journals Determinants In The Choice Of Comprehensible Input Strategies In Science Classes

2011 ◽  
Vol 8 (1) ◽  
pp. 1-18
Author(s):  
Crisanta Comia Buri
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Poor Performance ◽  
Medium Of Instruction ◽  
The Poor ◽  
Comprehensible Input ◽  
Filipino Students ◽  
And Mathematics ◽  
Science Classes ◽  
Bilingual Education Policy

The Bilingual Education Policy, which was launched in 1974 and revised in 1987, has resulted in the limited exposure of Filipino learners to the English language. This is because the policy reversed previous policies and stipulates that in only two content area subjects, namely, Science and Mathematics is English to be used as medium of instruction. The limited exposure to English has been cited as one of the reasons for the declining proficiency in English of Filipino students since the promulgation of the policy (Gonzales, 1986). On the other hand, the use of English as medium of instruction in cognitively demanding subjects such as science and mathematics has also been given as the reason for the poor showing of students and even teachers themselves in nationwide tests in Science (Maminta, 1985). The overall downtrend in student achievement as evidenced by the poor performance on all of the tests has given rise to two issues concerning the policy. First, is the language for initial literacy and the second is the medium of instruction in science and mathematics. These language issues are crucial in as much as language is the primary vehicle of expression and thought exchange in the classroom. Teaching and learning are in fact language tasks carried out largely by means of verbal interaction between teacher and students (Bellack, et al 1966). The exchange of ideas between students and teachers is largely done through language as they talk about concepts in science, mathematics and other content areas.

scholarly journals Setting expectations: Building the blocks of phonemic awareness

2021 ◽  
Author(s):  
W. L. Quint Oga-Baldwin ◽  
Kaori Nakao ◽  
Luke K. Fryer
Keyword(s):  
Elementary School ◽  
Phonemic Awareness ◽  
Primary Schools ◽  
School Students ◽  
English Classes ◽  
Instructional Context ◽  
Significant Difference ◽  
The Difference ◽  
Identity Test ◽  
English Instruction

Young learners require developmental benchmarks to improve awareness of the phonemes in a new language. This study aimed to extend our understanding of Japanese elementary school students’ general and specific phonemic awareness across four years of English instruction. A public elementary school 3rd-6th year students in Japan (n=261, ages=8–12) participated in this study. The phoneme-identity test used consisted of fifteen items employing words during students' regular English classes. The effect of year on achievement and the difference between grades was tested. There was a significant effect of students' year on test score (p<.05). While there were no statistically significant difference years 4-5, and between years 5-6, students’ phonemic awareness increased two-year increments. Moreover, patterns of specific phoneme difficulties were identified. The present study provides preliminary guidelines for understanding the intersection between first and foreign languages, instructional context and their shared contribution towards listening and reading development in primary schools.

scholarly journals An exploration of the teaching and learning of mathematics word problems in English to second language grade 8 learners in the Mafukuzela-Gandhi Circuit

2012 ◽  
Author(s):  
◽  
Annaleah Pooran
Keyword(s):  
Teaching Strategies ◽  
Word Problems ◽  
Teaching And Learning ◽  
National Language ◽  
Class Discussion ◽  
Medium Of Instruction ◽  
Mathematics Word Problems ◽  
Mathematics Educators ◽  
Esl Learners ◽  
Grade 8

The abolition of apartheid in South Africa in the late 1980s and the advent of democracy in 1994 resulted in dramatic changes in the education system. Of great significance to this study is the freedom African parents were allowed in choosing the medium of instruction to be used at schools. Surprisingly African parents encouraged their children to study through the medium of English mainly due to the education and employment opportunities English will provide them in the future (Mda, 1997). Now, seventeen years into democracy, English as a national language and the preferred medium of instruction has been blamed for poor results among ESL learners (Moreosole, 1998). Taylor, Muller and Vinjevold (2003: 54) point out that the difficulties associated with studying in a language other than one’s home language are more pronounced in mathematics, a subject which is strongly dependent on technical language proficiency. A section in the Grade 8 mathematics syllabus that is generally problematic for ESL learners is that of word problems (Wetzel, 2008). This is because ESL learners lack the language and reading skills needed to comprehend word problems, and the listening skills required to understand the educator’s explanation of the solution (Crandall, Dale, Rhodes and Spanos, 1985). To address the aims and objectives of this study, relevant literature was reviewed and various teaching strategies were examined to determine which strategies may be most effective in helping ESL learners solve word problems. Grounded within the Constructivist Learning Theory, this study was based on Vygotsky’s zone of proximal development and Bruner’s concept of scaffolding. Using a mixed methods approach, this study investigated problems that mathematics educators and ESL learners experience in the teaching and learning of word problems through the medium of English, and also identified strategies that mathematics educators use to teach word problems to ESL learners. iv Analysis of the educator questionnaire and the focus group interviews with learners revealed that ESL learners are experiencing difficulty solving word problems in English and educators are, to a large extent, adapting their teaching strategies when teaching them. The data also indicated that groupwork was considered by the majority of educators to be the most suitable method in the teaching of word problems to ESL learners, but sadly this method was used less frequently compared to whole class discussion and individual work due to discipline problems, the educators’ inability to handle group dynamics and the tendency for learners not to contribute to the group discussion. The findings also suggest that it is necessary for the educator to use a variety of teaching strategies to ensure that ESL learners enjoy success in mathematics. Based on the findings, this study makes recommendations regarding the teaching and learning of word problems and the use of adapted teaching strategies to foster active participation in lessons and group discussions, thereby increasing learner confidence and aiding in the understanding of English terminology used in mathematics word problems.

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>

The Influence of Role Play Teaching Technique on English Performance Among Learners With Hearing Impairment, Kenya

2021 ◽  
pp. 225-245
Author(s):  
Judith Opiyo Yabbi
Keyword(s):  
Hearing Impairment ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Role Play ◽  
Real Life ◽  
Role Playing ◽  
Effective Implementation ◽  
Teaching Technique ◽  
Secondary Materials

Role-play is a holistic pedagogy in teaching. The technique instills critical thinking in pupils, enhances emotional intelligence, and improves morality and forms of realism about information. The chapter examines the influence of role-play teaching technique on English performance among the pupils with hearing impairment in Kenyan primary schools. The chapter looks at several elements of role-playing such as games, real-life expression, imitation, positive impact, and the challenges facing the effective implementation of the use of role-play in teaching and learning in primary schools of learners with hearing impairment. This study is a desktop review and only relies on secondary materials. The literature was sourced in various databases. The review revealed that role-play improves the self-efficacy of the learner since the technique is grounded in reality. Learning is enhanced when the activities involved are memorable and engaging.

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 Multilingualism as Curriculum Policy in Cameroon Education System

2020 ◽  
pp. 26-35
Author(s):  
Yaro Loveline
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
Basic Education ◽  
School Curriculum ◽  
Sustainable Growth ◽  
Indigenous Languages ◽  
National Language ◽  
Curriculum Policy ◽  
Secondary Sources ◽  
The Government

The concern on the effective inclusion of indigenous languages in the school curriculum has been central to educational discussions among scholars and stakeholders. It is true that language as a medium of communication is very vital for sustainable growth in any society. However, the level of implementation of the policy of multilingualism in classrooms in Cameroon poses so many pedagogical challenges. While the Government is collaborating with private agencies such as PROPELCA(Cameroon National Language Association) in introducing the teaching of national languages in primary schools,  and though the Government through the Ministry of Basic Education has also created an inspectorate in charge of the introduction of indigenous languages in Primary schools, there still exist some resistance from stakeholders to introduce the teaching of native languages in the curriculum of schools despite recommendations made in the 1995 education forum and the provision in article 4 section 5 of the 1998 Education Law. The study argues that, since the introduction of multilingualism as curriculum policy in Cameroon, its implementation is still at the pilot stage. Using the Historical analytic approach, data was collected from primary and secondary sources in establishing the level of use of the curriculum policy of multilingualism as a guide to teaching and learning in schools in Cameroon.

scholarly journals LEARNING APPROACH OF READING THE KADAZANDUSUN LANGUAGE THROUGH SONGS AND COMPUTER-BASED MUSIC FOR STANDARD ONE STUDENT

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Jinuin Bin Jainis ◽  
Norjietta Julita Binti Taisi
Keyword(s):  
Teaching And Learning ◽  
Cognitive Theory ◽  
Positive Impact ◽  
Qualitative Approach ◽  
Learning Approach ◽  
Learning Approaches ◽  
Primary School Students ◽  
School Students ◽  
Computer Based ◽  
Effective Teaching And Learning

The problem of mastering reading lessons among Primary School students is still emerging in our country and abroad. Cognitive theory has shown that students have their own skills during Year One if they are exposed to more effective teaching and learning processes. Based on previous studies, the reading-based learning approach through songs and computer-based music in teaching and learning was found to have a positive impact on students. Hence, researchers want to study the approach in learning Kadazandusun language through song and computer-based music. This study is using qualitative approach to obtain data based on the research objective which has been determined by the researcher. This study found that reading-based learning approaches using computer-based songs and music were able to influence the achievement of reading for year one students.

scholarly journals A Study of Academic Stress and Adjustment among Gujarati and English Medium School Students

2014 ◽  
Vol 2 (1) ◽  
Author(s):  
Dr. K. B. Chothani
Keyword(s):  
Stress Level ◽  
Mother Tongue ◽  
Academic Stress ◽  
T Test ◽  
School Level ◽  
Medium Of Instruction ◽  
School Students ◽  
The Difference ◽  
Internal Effect

The basic aim of present investigation is that to study the influence of role of medium in the development of child’s personality by academic stress and adjustment scales. Present study was undertaken to examine the level of academic stress and adjustment among Gujarati medium and English Medium School Students. For that purpose 120 students of class IX and X were selected randomly from different schools out of which 60 were taken from Gujarati medium school and the remaining 60 were taken from English Medium School. Abha Rani Bisht (BBS) scale for measuring academic stress was used to see the level of stress and Sinha and Singh Adjustment Inventory for school students was used to examine level of adjustment among the students. The data were analyzed by ‘t’ test and ANOVA were applied to check the difference in significance between the entire two mediums of instruction. The main and internal effect has been discussed.  Results indicated that level of academic stress was significantly higher among the English Medium school students where as Gujarati medium school students were significantly better in terms of their level of adjustment. The Medium of Mother tongue per both boys and girls adjustment level are high and academic stress level low than other medium of instruction at school level.

scholarly journals Artikel

2019 ◽  
Author(s):  
Febriyana media sukma
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Positive Impact ◽  
School Principal ◽  
School Students ◽  
Processing Steps ◽  
Important Activity

Management of facilities and infrastructure is a very important activity at school, because its very existence supports the success of the learning process at school. In this article discusses the processes that can be carried out in the administration of facilities and infrastructure, namely: (1) planning, (2) procurement, (3) inventory, (4) maintenance, and (5) removal. In the management of the school must be responsible for facilities and infrastructure, especially the school principal who directly handles the facilities and infrastructure. With the facilities and infrastructure at school students can learn well with maximum results and as efficiently as possible. With the management of facilities and infrastructure the school principal can plan and list any suggestions and infrastructure that must be provided and used in schools. If all the processing steps are going w ell, it will have a positive impact on students in the learning process, and if the processing steps are not going well, it will have an impact on students in the teaching and learning process.

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