scholarly journals Challenges in English Medium of Instruction from the Teachers and Students' Eyes

2017 ◽  
Vol 1 (Volume 5 Issue 4) ◽  
pp. 830-839 ◽  
Author(s):  
Pınar ÇANKAYA
Keyword(s):  
Medium Of Instruction ◽  
Teachers And Students ◽  
English Medium Of Instruction

English Medium of Instruction in Multilingual Science Classes: Teaching Science or Language?

2021 ◽  
Vol 4 (1) ◽  
pp. 44-59
Author(s):  
Dor Prasad Bhandari
Keyword(s):  
Science Teachers ◽  
Teaching And Learning ◽  
Teaching Science ◽  
Kathmandu Valley ◽  
Medium Of Instruction ◽  
English Medium Of Instruction ◽  
Science Classes ◽  
Depth Interviews

English medium of instruction in multilingual science classes: teaching science or language? is an attempt to identify the effects, methods, and approaches of teaching science in English medium of instruction in Multilingual (ML) science classes. The article is prepared on the basis of in-depth interviews taken with science teachers who are teaching science in multilingual classes. Three science teachers are selected purposively from different three (English Medium Instructions) EMI schools of Kathmandu valley. After taking the interview it was transcribed, coded, and generated the theme. Based on the themes generated it was found that the EMI is important for teaching and learning but it is not everything. Similarly, it was found that the teaching of science is not similar to teaching the grammar structures, and always not possible to use English as a medium of making the concept clear of theoretical ideas of science.

The positioning of English-medium of instruction

2020 ◽  
Vol 8 (1) ◽  
pp. 5-27
Author(s):  
John Trent
Keyword(s):  
Higher Education ◽  
Large Scale ◽  
English Language ◽  
Positioning Theory ◽  
Future Research ◽  
Medium Of Instruction ◽  
English Medium Instruction ◽  
English Speaking ◽  
English Medium Of Instruction ◽  
The University

Abstract The proliferation of English-medium instruction (EMI) in higher education institutions (HEIs) across non-English-speaking Europe has been recently documented in several large-scale surveys. The opportunities and challenges of designing and implementing EMI policies are also widely recognized. However, our understanding of the use of EMI in Russian HEIs is limited. This study responds to this research need by exploring the experiences and perspectives of instructors teaching business-related subjects using the English language in two different Russian HEIs. A contribution of the study is to investigate these perspectives and experiences using the analytic lens of positioning theory. Results reveal the ways in which instructors are positioned by the university, as well how they position themselves, within an EMI environment. Acknowledging the potential antagonism that might result between different EMI stakeholders because of this positioning and repositioning, suggestions are then made as how this outcome could be avoided. Implications for future research are also considered.

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 Investigating ICT skills and the use of audio media in distance education among teachers and students: the case of Mountains of the Moon University in Uganda

Afrika Focus ◽  
2018 ◽  
Vol 31 (1) ◽  
Author(s):  
Mark Kaahwa ◽  
Chang Zhu ◽  
Moses Muhumuza
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Sampling Technique ◽  
Medium Of Instruction ◽  
The Moon ◽  
Ict Skills ◽  
Teachers And Students ◽  
Mp3 Players ◽  
Structured Questionnaire ◽  
Audio Media

Although teachers’ and students’ ICT skills have previously been investigated, there is still scant information about their ICT skills in relation to audio media as an independent medium of in- struction. This study, therefore, investigates the ICT skills of higher education distance students (HEDS) and teachers regarding the use of audio media. We used purposive sampling technique to select HEDS (n=81) and teachers (n=41). Data were collected using a structured questionnaire. The results indicate that on average, teachers’ and students’ levels of confidence regarding com- puter use are 76% and 68% respectively. The results on general ICT knowledge indicate that 52% of students rated themselves as having either good or excellent ICT skills compared to 49% of teachers. The results also show that both students and teachers use MP3 players on a regular basis. However, results reveal that they are ambivalent regarding recording and editing of audio content. Generally, the findings of this study demonstrate that teachers and students can adopt audio media in distance education. Key words: audio media, ICT skills, distance education, medium of instruction, Moodle platform

scholarly journals Switch from Mother Tongue to English: A Double Jeopardy

2020 ◽  
Vol 8 (2) ◽  
pp. p22
Author(s):  
Berrington Ntombela
Keyword(s):  
South Africa ◽  
Mother Tongue ◽  
Medium Of Instruction ◽  
Critical Approach ◽  
African Languages ◽  
The Status ◽  
Mother Tongue Instruction ◽  
Intellectual Capacity ◽  
The Moment ◽  
English Medium Of Instruction

This paper interrogates the sorry state of switching from mother tongue instruction to English medium of instruction in South Africa. Adopting a critical approach to literature review, it critiques the resistance mounted on the utility of African languages as viable media of instruction. It argues that the status quo is perpetuated by the dominance of English as a medium of instruction both in South Africa and abroad, and that this state of affairs can be traced back to a colonial system which presently works itself out as globalisation and internationalisation. The paper ends by demonstrating how switching from mother tongue instruction to English medium of instruction robs learners and teachers of their intellectual capacity, where they appear incompetent due to a language barrier. The paper concludes that the situation could only be rescued by promoting mother tongue instruction for the majority of South Africans which at the moment is enjoyed by a minority.

scholarly journals An Investigation of Lecturers’ Teaching through English Medium of Instruction—A Case of Higher Education in China

2020 ◽  
Vol 12 (10) ◽  
pp. 4046
Author(s):  
Haijiao Chen ◽  
Jinghe Han ◽  
David Wright
Keyword(s):  
Teaching And Learning ◽  
Southern China ◽  
Academic Staff ◽  
Medium Of Instruction ◽  
Knowledge Presentation ◽  
Higher Education In China ◽  
English Medium Of Instruction ◽  
Education In China ◽  
English Instruction

Teaching through English Medium of Instruction (EMI) is a theory-based pedagogy that has been adopted in many European and Asian countries as a strategic initiative in educational internationalization. To date, there has been little research into EMI in-class teaching and learning. In effect, lived experiences in EMI in-class practice have been largely ignored. To address this gap, we reported on a case study that explored the linguistic and pedagogical characteristics of EMI lecturers’ teaching in a university in southern China. Twenty academic staff in the university’s EMI programs were recruited. Their in-class EMI teaching processes were observed and audio-recorded. The data was analyzed by drawing upon multilingualism and instructional design theories. This research found that Chinese EMI lecturers’ bilingual repertoire led to their English instruction featuring Chinese language influences, from pronunciation to syntax and that translanguaging strategies were purposively employed to achieve their goals including students’ cognitive understanding, affiliative bonds and the lecturers’ own survival for teaching. Further, that and the instruction applied in the EMI classes were more topic-centered than problem-centered, focusing on activating new learning and knowledge presentation through demonstration.

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