scholarly journals An analysis of learners' spoken English in public and private schools

Per Linguam ◽  
2021 ◽  
Vol 37 (1) ◽  
Author(s):  
Lina Vukosi ◽  
Corle Gertruida Smith ◽  
Eunice Rautenbach ◽  
Gary Collins
Keyword(s):  
Public Schools ◽  
Learning Environment ◽  
Language Proficiency ◽  
Private Schools ◽  
English Language ◽  
Oral Proficiency ◽  
English Language Proficiency ◽  
Main Question ◽  
Public And Private ◽  
The Difference

This study explored the various aspects of Grade 12 English as a first additional language (EFAL) learners’ oral proficiency and compared the different aspects of poor oral achievement in selected public and private schools in Gauteng, South Africa. Furthermore, it investigated reasons for the difference in the level of English oral proficiency of the learners in these schools. The difference in the level of English language proficiency was found to be linked to several sociolinguistic factors and environments that exert an influence on the teaching and learning environment. The South African learning environment is characterised by multicultural learners who attain English as a FAL. Public schools are state-governed schools and private schools are independent, often found in the CBD and owned by private stakeholders. The private schools are not necessarily elitist or wealthier than public schools in Gauteng which is a densely populated area. Learners’ oral proficiency was compared to determine which environment was perceived to facilitate the desired advanced level of English oral proficiency. The main question was: Which areas related to the oral English Language proficiency of Grade 12 FET English FAL learners need to be addressed and how does this differ between learners from private and public schools? This study dealt with the learner responses of stakeholders and FET Grade 12 learners in Gauteng in former model-C public schools in Soshanguve and private schools in the CBD of Tshwane. A mixed-methods research approach was followed in order to highlight specific areas and to uncover discrepancies pertaining to poor oral English language proficiency. This is followed by qualitative, semi-structured interview responses to clarify the central focus of the study. The findings also confirmed that a limited vocabulary, due to inadequate exposure to English at home was considered the primary cause of the problem.

scholarly journals Academic achievement in private and public schools: Management makes the difference

1999 ◽  
Vol 2 ◽  
pp. 1-12
Author(s):  
James A. Opare
Keyword(s):  
Public Schools ◽  
Private Schools ◽  
Academic Standards ◽  
Public And Private ◽  
The Public ◽  
Junior Secondary Schools ◽  
Junior Secondary ◽  
Private And Public ◽  
The Difference ◽  
Better Than

This paper presents a report 011 a survey done to compare the academic performance of pupils in public and private junior secondary schools in Ghana. Data for the study were collected from a random sample of 800 pupils, 60 teachers, and 20 headteachers selected from 20 schools in the Accra and Sekondi Takoradi Metropolitan areas. The results indicate that pupils in the private schools did far better than those in the public schools. The difference is attributed to the fact that the pupils in the private schools come predominantly from middleclass homes where parents set high academic standards for their children. The more important explanation is that the private schools are better equipped, better managed, and more supported by parents.

scholarly journals The Effects of Age Factor on Learning English Language: A Case Study of Sudanese Private and Public Secondary Schools in Khartoum State, Sudan

2020 ◽  
Vol 3 (9) ◽  
pp. 148-155
Author(s):  
Ali Albashir Mohammed Alhaj ◽  
Dina Ali Abdalla Ali ◽  
Majda Babiker Ahmed ◽  
Eman Mahmoud Ibrahim Alian
Keyword(s):  
Public Schools ◽  
Private Schools ◽  
English Language ◽  
Arab Countries ◽  
Mixed Method Research ◽  
School Students ◽  
Age Factor ◽  
Private And Public ◽  
The Difference ◽  
Learning English

The current paper aims at studying the age factor in Sudanese public schools and private schools where the starting age differs in both.  Also, it aims at finding out whether the late or early starting of learning English language influences the learner's acquisition to language. Moreover, the study aims at showing the difference between learners of English language in private schools and learners in public schools. The tools used for data collection were questionnaire for EFL Sudanese teachers and a test for Sudanese secondary school students. The research was conducted with a total of 30 male students attending Sudanese public schools and private schools. By using the mixed-method research approaches, the findings revealed that most respondents agree that the early learners are better than late ones, that is to say that students of private schools who start learning English at an early age had better mastery of English than those of public-school students who start at a late age. Finally, the study recommended that investigating the effects of age factor on learning English language is a very important phenomenon and may apply in other countries such Egypt, Saudi Arabia etc. This study is the first of its kind to investigate the effects of age factor on learning English language, particularly,  in the context of Arab countries.

scholarly journals Attitude and its Aspects towards English Language Learning among the Students of Public and Private Schools of Gujranwala

2018 ◽  
Vol III (I) ◽  
pp. 281-293
Author(s):  
Muhammad Shahbaz ◽  
Behzad Anwar ◽  
Muhammad Babar Jamil
Keyword(s):  
Public Schools ◽  
Language Learning ◽  
Private Schools ◽  
Comparative Education ◽  
Large Scale ◽  
English Language ◽  
Negative Attitude ◽  
Public And Private ◽  
The Public ◽  
Private And Public

This comparative study investigates the learners' attitudes towards learning English from two comparative education systems (private and public sector) of Pakistan. This study is an attempt to measure the cognitive, emotional and behavioral attitudes of these young learners towards English. The research methodology is quantitative in nature. The tool used for data analysis by the researchers is questionnaire. Steal’s (2004) questionnaire has been used to measure the attitude of the learners towards English language. The data has been collected from 100 students of four different schools including two private and two public schools in Gujranwala district. The quantitative analysis of the data is executed by SPSS and the findings reveal that the students of private schools show positive attitude towards English language as compared to the public schools’ students. The researchers also suggest a large-scale study from various parts of the country with larger population to know the reason behind the positive or negative attitude of students.

Why Public and Private Schools Matter

1981 ◽  
Vol 51 (4) ◽  
pp. 510-514 ◽  
Author(s):  
Chester Finn, Jr.
Keyword(s):  
Academic Achievement ◽  
Public Schools ◽  
Learning Environment ◽  
Private Schools ◽  
Public Policies ◽  
Public And Private ◽  
Rigorous Curriculum ◽  
High Standards

The most important implications of Public and Private Schools, the new study by James Coleman, Thomas Hoffer, and Sally Kilgore, do not concern public policies toward private schools. They concern policies affecting public schools. The study finds that schools do make a difference in how well and how much students learn, that different schools make various kinds of differences, and that academic achievement is associated with the character of the learning environment. Other things being equal—and sometimes notwithstanding that other things are unequal—Coleman et al. note that students will learn more if their school sets high standards, maintains discipline, assigns homework,demands regular attendance, is staffed by dedicated teachers, and offers a rigorous curriculum.

scholarly journals ENGLISH LANGUAGE PROFICIENCY;

2012 ◽  
Vol 19 (02) ◽  
pp. 172-179
Author(s):  
JUNAID SARFRAZ KHAN ◽  
SAIMA TABASUM ◽  
OSAMA MUKHTAR ◽  
Tahira Bano ◽  
Maryam Iqbal
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Demographic Variables ◽  
Public And Private ◽  
English Grammar ◽  
The Difference ◽  
The Government ◽  
Entrance Test ◽  
Relationship Of ◽  
The Relationship

Introduction: Each year, more than 30,000 students sit in the Government sponsored Entrance Test conducted by University ofHealth Sciences, Lahore for admission in Public and Private Medical & Dental Institutes of Punjab, Pakistan. Objective: In this study, we haveembarked to seek the relationship of the performance of students in the English component of the test and their sciences components scoresand how this English-Science relationship varies amongst the developed and underdeveloped districts of Punjab, Pakistan. Period: Threeyears from 2008 to 2010. Methodology: The sciences components scores of the candidates in MCAT, their scores in English portion in the testand their demographic variables were entered into Statistical Package for Social Sciences (SPSS) v.16. Parametric tests were applied.Results: Nearly 14% of the question paper tests proficiency of the candidates in the English Grammar. The students from thesocioeconomically challenged districts scored less marks in English component as well as in the sciences component of Entrance Test whencompared with the scores of the students of more developed districts (p<0.05). The difference in the mean marks of English and Sciencescomponents of the test when adjusted for weightage was higher in the socioeconomically developed districts (p<0.05). A steady improvementfrom 2008 to 2010 in the scores obtained by candidates in English component of the Entrance Test was observed (p<0.05). Conclusions: Foradmission in Medical and Dental Colleges in Punjab, candidates scoring more than 60% marks in their Higher Secondary School CertificateBoard Examination, have to sit in a uniform Entrance Test in which from the year 2008-2009, candidates from socioeconomically low districtshave performed poorly in both English component and sciences components of test in comparison to the candidates from more developeddistricts. The comparatively lower score is more significant in sciences components of test. The lower scores of the less developed districts,candidates can not therefore be attributed to their low proficiency in the English language but rather to a lower general educational performance.

scholarly journals Factors Affecting Sudanese EFL Teachers’ Teaching Performance at Public Schools Comparing to Their Performance at Private Schools

2019 ◽  
Vol 7 (1) ◽  
pp. 51
Author(s):  
Amir Abdalla Minalla Alameen
Keyword(s):  
Public Schools ◽  
Learning Environments ◽  
Private Schools ◽  
English Language ◽  
School Teacher ◽  
Practical Experience ◽  
Public And Private ◽  
Factors Affecting ◽  
Financial Status ◽  
Efl Teachers

<p><em>Teachers’ performance is a fundamental concern of all educational institutions and is negatively influenced by different dissatisfactions such as financial status and learning environments that impact on institutional productivity. Sudanese English as a Foreign Language (EFL) teachers of Governmental schools that simultaneously work in public and private schools have a different performances. The performance of these teachers in private schools is usually estimated adequate and of very good quality comparing to their performance in public schools where their performance is rated as less than expected or even inadequate. This study is based on a non-systematic narrative overview and the practical experience of the researcher who has been a secondary school teacher, university English language lecturer and teacher trainer and supervisor for secondary English language teachers in Sudan. Moreover, the study describes and reflects on the male teachers’ condition during the year 2018 in Khartoum, Sudan. Results of the analysis suggest that performance variation of EFL teachers in public and private schools in favour of private schools is influenced by poor financial status of teachers as well as inappropriate teaching/learning environments. </em></p>

Framing Syllabi For Developing English Language Proficiency Bridging Gaps In English Teaching At The Tertiary Level

2019 ◽  
Vol 5 (4) ◽  
pp. 9-13
Author(s):  
C. MONSINGH DANIEL
Keyword(s):  
Language Proficiency ◽  
Career Advancement ◽  
English Language ◽  
Global Market ◽  
English Language Proficiency ◽  
Educational Institutions ◽  
Tertiary Level ◽  
English Teaching

The English Language holds primacy in several levels of employment. This has drawn appeal towards the language as a valuable tool towards having an edge in ones skill set. Capitalizing on the image that English builds for ones employability and career advancement has become a trend set by employer and employee alike. It does indeed have its appeal in a global market, but its demand is due to the inability of educational institutions to provide verifiable and considerable output in students who are proficient in the English Language. Therefore the search for candidates with quality English skills is rather sparse in number. Attempts are of course made by academicians to change this reality but not to the level of a massive turnabout.

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