Medium Of Instruction In Teaching Research Articles

National Education Policy 2020 and Multilingualism in India

The National Education Policy (NEP) 2020 in India casts its attention on establishing the interconnection between languages and the medium of instruction for teaching and learning. The present essay is going to deal with the role of languages in NEP – 2020 and figure out its recommendations to be imparted in the areas of medium of instruction, classical languages, foreign languages, and Indian Sign Language. The article underlines the factors that can either be proved positive or not by a concern on how NEP revised language related proposals can be implemented now through a review of existing literature and policy documents. The study demonstrates the emphasis that this policy places on mother tongue-based multilingual education in the early pedagogical years. As well, it encourages the usage of English language and other languages. The NEP as a policy of the language seeks for celebration of the linguistic diversity of India, improved lecturing outcomes and equips the students with the necessary and requisite necessary to perform in the 21st century; eventuality calls for the logical problem solving that involves teacher training and resource development. The National Education Policy (NEP) 2020 of India is at the very core a paradigm shifts in the country's education framework with a focus placed in multilingualism promotion. This article delves into the NEP 2020 main details anchored in multilingualism, including the "3-language formula", the mother tongue as the medium of instruction, and the promotion of both classical and regional languages. The literature review focuses on the existing studies which are addressing the multilingual education’s advantages and drawbacks. A part of the discussion and analysis chapter will focus on possible both positive and negative influence of the NEP 2020 on India’s language diversity, education, and social coherence. The final section of the article re-emphasizes on the effectiveness of the implementation process and follow-up procedure to ensure that the multilingual approach under NEP 2020 will have successful outcomes.

Why Choose Taiwan for Tertiary Education? The Case of Malaysian Students in Chinese Independent Schools

Before Malaysian government liberalising its private tertiary education in the 1996 Education Act, Taiwan was one of the popular choices for students from Chinese Independent Schools (CIS) to further their tertiary education. However, the number of CIS students choosing Taiwan as the destination of their tertiary education keeps hiking up substantially despite more choices of higher education provided locally after the liberalisation. In light of this, this study aims to explore factors affecting country choice of Malaysian students from CIS in the meantime while they were to further their tertiary education. A mixed-method design was employed to investigate factors shaping this peculiar phenomenon. The researchers identified eight push-pull factors from the data coding of a focus group discussion in the first phase of the study. Based on the results, a questionnaire was crafted in the second phase of the study. Then, by engaging a purposive sampling, 869 Senior Three CIS students were recruited from several CIS in different states of Malaysia to participate in the survey at the second phase of the study. The findings revealed the importance of demographic factors administering CIS students in choosing Taiwan as a popular destination of pursuing tertiary education. In addition, the use of Chinese language as the medium of instruction in teaching and financial consideration were the pull factors contributing to the interpretation of the choice made by this group of participants. Furthermore, students’ perspective of choosing future career path and their concern of family also determine their choice of higher education. Overall, the study highlighted the importance to include demographic factors in the push-pull model. It further provides factual information for the stakeholders or policy makers to incorporate more effective strategies in recruiting CIS students.

An Application of Grosjean’s (2001) Bilingual’s Language Modes on English Language Teaching as Medium of Instruction in Ghanaian Primary Schools

Bialystok (2015) argues that the bilingual’s cognitive benefit is related to the continuous supervision and the need for conflict resolution that happens when dual languages are co-activated. One framework that clearly projects the experience of the bilingual, in terms of swapping languages is the bilingual’s language modes (BLMs) by Grosjean (2001). In this review paper, we have highlighted the policy of medium of instruction for teaching English in primary schools in Ghana. Again, we have briefly described the tenants of the BLMs, and demonstrated how these modes can be applied on the Ghanaian bilingual primary schools. On the basis of the BLMs, we argue that the most suitable medium of instruction for teaching and learning of English as a second language at the primary level (primary 1 - 6) of a diverse Ghanaian multilingual society should be English language, and the mother tongue of the community within which the school is situated. This argument is in conformism with Anyidoho (2009), and Owusu et al. (2015). Consequently, this paper would enable the key stakeholders of Ghanaian primary schools, to reexamine the policy of instruction for teaching English in Ghanaian primary schools, by placing prominence on the first language of the various speech communities in Ghana.

The Effectiveness of a Bilingual Education Program at Chinese University-A case study of Business English Major in South-central University for Nationalities Wuhan, China

This study examined the effectiveness of a bilingual education program in business English major in Chinese education. Participants were 100 undergraduate students enrolled in their third year education program at a university in South-central University for Nationalities Wuhan, China. The research evidence indicates that, the use of English as medium of instruction in teaching is effective participants also confirms as the more they interact and get familiar with the medium of instruction. Furthermore, this implies that using bilingualism in teaching does contribute good effect in student’s engagement and academic performance. A mixed-methodological approach was used accompanied by a semi-structured interview of 100 undergraduate students majoring in Business English to better understand the efficacy of bilingual education programs. Both quantitative and qualitative results suggested that the bilingual education model successfully enhanced students’ level of English proficiency and the mastery of subject knowledge teaching quality was another aspect considered to be important factor in this research associated with the bilingual education program for Business English Major. Strengths and weaknesses of the business English major in bilingual education program model and its implications for educational practices in South-central University for Nationalities Wuhan-China education were explored.

Evaluating the Impact of Teaching and Learning of Mathematics and Science using Local Language (Language of Play) in Primary Schools in Muchinga Province, Zambia, a Case of Chinsali District

One of the factors blamed for poor academic performance in the Zambian primary Schools has been the use of English in place of mother tongue as a medium of instruction. In 2013, the government replaced English with a familiar local language in teaching grade one to four. The aim of this paper was to make a preliminary evaluation of the impact of using a local or familiar language as a medium of instruction for teaching and learning mathematics and science in Muchinga province of Zambia. Taking Chinsali district of Muchinga province as a case study, the research sampled 4(30%) of the 13 zones in the district. Schools within the sampled zones were randomly picked and questionnaires were administered to lower primary school teachers. The research findings show that, firstly, while teachers supported and appreciated the efficacy of the pedagogy, they also faced challenges in using it to teach mathematics and science. Secondly, teachers reported that using a local language as a medium of instruction freed pupils from timidity. There was tremendous class participation during lessons. Thirdly, the pedagogy reduced rote learning and increased concept assimilation of mathematics and science concepts. The major recommendations are that the ministry in charge of education should embark on many longitudinal studies in the province to see how the policy is working. A look at countries where using mother tongue to teach mathematics and science has succeeded, shows that it has gone through many years of evaluations. It is these several years of monitoring that lead to its success.

Befriending the foe: Towards an instructional model on utilizing the social media in the classroom

The role of the social media has expanded from just establishing a network of friends to different areas such as business, entertainment, and even education. While the challenge stands for every teacher to win the students against too much exposure to social media, this research seeks to help teachers be informed on how they can utilize the social media for classroom advantage. This qualitative research investigates on the experiences and perceptions of pre-service teachers who are going to be future literature teachers as they prepare lessons using Facebook, implement their plan, and assess student learning. While there are several researches that are available on the effect of the social media in the classroom, this research presents how the social media can do so when it is utilized as a main platform for instruction and not just for supplementary activity. The responses gathered from the questionnaire given to the pre-service teachers were analyzed as to the framework of Bexheti, Ismaili, and Cico (2014) that social media affect the different areas of classroom activities in content, creation, connection, and collaboration. This research found out that the experiences and perceptions of students are positive in general with some challenges identified. It can be deduced that the social media when utilized as medium of instruction for teaching can motivate the 21st century to study literature. An instructional model called MEDIA was designed after the analysis of the research results.

The use of Xitsonga at the University of Limpopo (Turfloop Campus)

This article examines the acceptability of Xitsonga as a medium of instruction and learning at the University of Limpopo. Currently, English dominates the higher education environment because almost all the universities in South Africa utilise it as a medium of instruction for teaching and learning. In addition, English is extremely popular in higher education because it is viewed as the language of the corporate world as well as the language of science. In such a context, the article sets out to determine whether the introduction of Xitsonga as a medium of instruction and learning would be tenable and desirable at the aforementioned university. The data collected indicate that the majority of Xitsonga speakers believe that Xitsonga should not be used as a medium of instruction in tertiary education. It is concluded, however, that mother tongue education enhances, rather than diminishes learning, including the learning of additional languages.

Arabic Language Courses for Students at the Faculty of Law UKM - Importance and Challenges

One of the objectives of Law Faculty of National University of Malaysia known as Universiti Kebangsaan Malaysia (henceforth UKM) is to produce trained and capable graduates in multiple fields of law and practice, including Islamic law. UKM uses two medium of instruction in teaching; Malay language and English. Arabic language is not directly used in teaching law students but they will be exposed to Arabic terms and references in Islamic law courses. In four years of study, students of the Law Faculty at UKM have to sit for 8 Islamic law courses such as Introduction to Islamic Law, Islamic Criminal Law, Islamic Family Law, Islamic Jurisprudence and Evidence and Procedures in the Syariah Court. To enable the students to master the Islamic law courses, they have to learn the Arabic language in 3 semesters within the first two years of their study. Many questions have been posed as to the relevance of studying the Arabic language for students in FacultyofLawat UKM. This paper serves to answer such questions. The purpose of this paper is to explain the importance of teaching Arabic language to the students of Law Faculty UKM. A brief overview of the implementation of teaching Arabic to the law students in UKM is provided. The relevance of studying Arabic language is explained and discussed. This paper also identifies some of the challenges faced in teaching Arabic to law students especially to the non-Muslims. The paper concludes with some recommendations for future improvement.

‘They say we are crèche teachers’: Experiences of pre-service mathematics teachers taught through the medium of isiZulu

Language of instruction, both in schools and higher education institutions (HEIs), is a contentious issue in South Africa. At our university in the KwaZulu-Natal province of South Africa a language policy was approved in agreement with the Language Policy for Higher Education, recommending promotion of isiZulu as a medium of instruction for teaching and learning. In complying with this policy the School of Education of our university offered three education modules (Numeracy, Life Skills and Literacy) in the Foundation Phase (FP) Postgraduate Certificate in Education (PGCE) through the medium of isiZulu. Against this background we conducted a qualitative study with 16 FP PGCE pre-service teachers selected purposefully from the 2011 cohort who completed the FP numeracy education module in isiZulu. Participants were generally positive about their experiences of being taught in isiZulu, but highlighted challenges related to isiZulu as a medium of instruction for academic concept explanations, translation of teaching and learning materials, and the status of isiZulu as an instruction medium at a HEI.

Language Planning In Zimbabwe: The Use of Indigenous Languages (Shona) As a Medium of Instruction in Primary Schools

The purpose of this study was to explore the effect of using indigenous languages in formal education in Zimbabwe. The study also investigated the opinions and attitudes of primary school teachers toward teaching science using an indigenous language. Qualitative data was collected using twenty classroom observations and interviews with ten purposely selected primary school teachers. Data were analysed using a thematic analysis. The findings revealed institutional and attitudinal barriers to using Shona as a language of instruction in Mathematics teaching and learning. The results also showed that some teachers frustrate and silence students' voices by preferring to use the English-only discourse in their teaching. When it came to using an indigenous language (Shona) as the only medium of instruction in teaching and learning, lack of learning materials, education language policies, attitudes of teachers and administrators were found to be barriers to the proposition. Changes in language policy, production of indigenous learning resources and transformation of teacher education curriculum were some of the recommended solutions required to promote indigenous languages as media of instruction for science education and schooling in general.

Students’ Inclination towards English Language as Medium of Instruction in the Teaching of Science and Mathematics

Malay language, the national language of Malaysia has been the medium of instruction for Science and Mathematics for the past four and a half decades in Malaysia. The government however changed the medium of instruction of these subjects to English in January 2003. The “Teaching and Learning of Science and Mathematics in English” (PPSMI) policy was implemented in all primary and secondary schools. It aims to improve the English language proficiency among students as well as the learning and achievement level in science and mathematics. This paper presents findings of the study on students’ inclination towards English language as medium of instruction in teaching and learning of Science and Mathematics in Higher Learning Institutions in Malaysia. The respondents were 291 undergraduate students from the Faculty of Science and Technology (FST) and Faculty of Education (FPEND) of Universiti Kebangsaan Malaysia (UKM). A questionnaire pertaining to students’ inclination was used as research instrument. Using descriptive statistics, ANOVA and t-test, the study found that undergraduate students of FST and FPEND had an inclination towards English as medium of instruction in the teaching and learning of Science and Mathematics. Using the Post-Hoc test, it is found that Indian students and students from other races than Malay and Chinese have greater inclination towards English as medium of instruction in teaching and learning of Science and Mathematics in UKM for both faculties. However, FST students who studied in Mandarin and Tamil at pre-university level (STPM) had higher inclination compared to those who used Malay language or even English.