Original article | International Journal of Research in Teacher Education 2018, Vol. 9(4) 15-24
Zeleke Workneh Ayele
pp. 15 - 24 | Manu. Number: MANU-1811-14-0001
Published online: December 23, 2018 | Number of Views: 19 | Number of Download: 80
The aim of this research study was to investigate students’ and teachers’ perceptions, challenges and practices of using English as sole medium of instruction. More specifically it was intended to examine the perceptions of teachers and students towards using English as a sole medium of instruction in public universities in North Western Ethiopia, to investigate factors that affect teachers and students not to use English as medium of instruction and to inspect the practices of English as medium of instruction in selected universities. To collect the required data, questionnaires, classroom observations and interviews were employed. By using these methods of data collection, the following findings were obtained.In the study universities, there were students perceived that code switching was necessary in bilingual classes. However, there were many students who perceived negatively teachers’ code switching in bilingual classes. These different perceptions were based on their ability of communicating in Amharic language. In addition, teachers perceived that student related difficulties and challenges affected teachers not to use English as a medium of instruction. Furthermore, the practice of using English as a medium of instruction within the classroom is not significantly maximized. Students’ difficulty and related factors influenced negatively the practice of using English as a medium of instruction. Based on these findings, the following recommendations were made. Firstly, university teachers should understand that when they use Amharic language in the classroom whether or not all of the students able to communicate through this language. Next, instructors who are teaching in universities should maximize using English as a medium of instruction since students are from various Ethnical backgrounds. Finally, Ethiopian secondary schools should work more on students’ language competence like supporting English Language clubs and emphasizing language learning for communication etc to minimize student related factors in university.
Keywords: Medium of instruction; Classroom language; Practice; Perception; Attitude; Student related factor
|How to Cite this Article?|
APA 6th edition
Chicago 16th edition
Alidou, H. & Brock-Utne, B. (2011). Teaching Practices - teaching in a Familiar Language.
Optimizing learning, Education and Publish in Africa: the language factor. A Review and Analysis of Theory and Practice in Mother Tongue and Bilingual Education in Sub-Saharan Africa. UIL/ADEA.
Burns, A. (2014). “English as a Medium of Instruction: Challenges for Vietnamese Tertiary Lecturers”. The Journal of Asia TEFL. 11(3).
Education and Training Policy. (1994).Addis Ababa: ST. George Printing Press.
Francis, D. J., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Research-Based Recommendations for Instruction and Academic Interventions. Portsmouth, NH: Center on Instruction. Retrieved from http://www.centeroninstruction .org/files/ELL1-Interventions.pdf
Kersaint, G., Thompson, D., &Petkova, M. (2009). The nature of mathematics language. In Teaching mathematics to English language learners. New York: Routledge.
Kyeyune, R. (2010). Challenges of using English as a medium of instruction in multilingual contexts: A view from Ugandan classrooms. Language, Culture and Curriculum. 16 (2).
LemlemTelila. (2010). Review of some recent literature:Identifying Factors that Affect Ethiopia’s Education Crisis. 2 (2)
Rugemalira, J. M. (2005). Theoretical and practical challenges in a Tanzanian English medium primary school. Online resource
December 2018All Articles