Primary Language Teachers Research Articles

Prospects and Challenges of ELT at a Glance

English has been utilized for more than 150 years as the primary language of instruction, evaluation system, and subject matter to be taught and learned, or both, covering a broad variety of subjects from early childhood to higher education (Khadka, 2022). This paper uses the qualitative method, relying on secondary sources of data. An overview of teaching English in Nepal is provided in this article. It makes an effort to investigate how teaching and learning languages are situational. The study aims to discuss Nepal's ELT paradigm shift along with societal inequality and disparity, which lead to difficulties in English language instruction in Nepal. How an English language education practitioner would address those challenges is covered in the paper's conclusion.

Innovative teaching methodologies in the era of artificial intelligence: A review of inclusive educational practices

Artificial intelligence (AI) is revolutionizing the field of education, offering new opportunities to enhance learning experiences and promote inclusive educational practices. This review explores the impact of AI on teaching methodologies and its role in creating inclusive learning environments. By examining current research and practices, this review highlights the potential of AI to address diverse learning needs and promote equity in education.The review begins by discussing the role of AI in personalized learning, where AI algorithms analyze student data to provide tailored instruction and feedback. This approach allows educators to cater to individual learning styles and preferences, ensuring that all students have access to high-quality education. Additionally, AI-driven adaptive learning systems can identify and address learning gaps, providing targeted interventions to support students who may be struggling. Furthermore, the review explores the use of AI in facilitating collaborative learning environments, where students work together on projects and tasks. AI technologies can enhance collaboration by providing tools for communication, coordination, and knowledge sharing. This approach promotes inclusivity by allowing students to contribute their unique perspectives and skills to group projects. The review also discusses the potential of AI in promoting accessibility and inclusivity for students with disabilities. AI-powered assistive technologies can provide additional support and accommodations, allowing students with disabilities to fully participate in educational activities. Additionally, AI-driven captioning and translation tools can improve accessibility for students who are deaf or hard of hearing, as well as those who speak languages other than the primary language of instruction. Overall, this review highlights the transformative potential of AI in education and its ability to promote inclusive educational practices. By leveraging AI technologies, educators can create more personalized, collaborative, and accessible learning environments, ensuring that all students have the opportunity to succeed.

Primary school teachers are immune: a journey in the sea of psychological well-being, buoyancy, and engagement

The concept of language teacher immunity is a relatively new notion that has been introduced in the field of language teacher psychology. It is imperative that teachers have their inherent immunity strengthened since they have never been intrinsically protected against fluctuations that are unanticipated and beyond their control. In order to achieve this goal, the present research used a quantitative approach in order to investigate the possible effects of teacher immunity on their psychological well-being, buoyancy, and engagement. This study was conducted by sending out three questionnaires to a total of 384 primary language teachers. On the basis of the findings, it was concluded that teacher immunity has the potential to serve as a significant predictor of English as a foreign language (EFL) teachers’ psychological well-being, buoyancy, and engagement. The research’s conclusions may have substantial implications for education in terms of advancing psychological well-being, buoyancy, and engagement.

TEACHERS’ PROFICIENCY IN ENGLISH LANGUAGE ASSESSMENT AT AN ENGLISH-MEDIUM UNIVERSITY: IMPLICATIONS FOR ELT TRAINING IN PAKISTAN

English is used as an official language in Pakistan and is considered to be a key to success and there is a clear gap in understanding the assessment knowledge and training requirements of Pakistani English teachers. This study's primary focus is on language assessment literacy (LAL) of English language instructors working in a multi-campus university where English is primary language of instruction. This study had 3 objectives: (1) to assess if English for Academic Purpose (EAP) teachers have required academic, professional credentials to develop and execute language assessments; (2) to identify obstacles as teachers faced in conducting language assessments within their institutional contexts; (3) gathering opinions of teachers about requirements for training connected to assessments. The research employed a combination of data collection methods includes the questionaries, semi-structured interviews & examination of curriculum documents of English language teaching (ELT). Findings revealed widespread deficiency in the language assessment literacy (LAL) training, issues arising due to oversized classes, and range of student skill levels, that affect language assessment strategies. Study concludes importance of necessary training to enhance the teachers' assessment capabilities that are vital for students' success in English medium instruction programs.

The challenges of Amazigh in education in Morocco

ABSTRACT After a decade of official recognition of Amazigh in Morocco, there are still many structural barriers which impede its widespread implementation in education. Specifically, teachers face a lack of resources to utilise it as the primary language of instruction, some stakeholders are reticent to recognise it as an official language, as well as the resistance from those who favour Standard Arabic (SA) as their preferred language of instruction. This study utilised quantitative and qualitative methods to explore the barriers to the implementation of Amazigh in primary schools and the effects on pupils’ academic achievement. Results from this investigation revealed that Amazigh is still not given the same status as SA in education. Therefore, the author recommends a substantial reform of its implementation to improve its use in all education levels and to bridge the achievement gap among its learners.

Educating future physicians for francophone official language minority communities in Canada: a case study.

Over one million Francophone Canadians live in official language minority communities (OLMC) outside of Québec. Availability and accessibility of linguistically appropriate care to these OLMCs is lacking, resulting in poorer quality of care. To help address this health equity gap, the FrancoDoc program was created in 2015 to identify Francophone/Francophile medical students enrolled at medical faculties that use English as their primary language of instruction and equip them with skills to increase their medical French abilities. Little is known, however, about the affordances and limitations of this educational endeavour. Our qualitative instrumental single case study explored participants' experiences with FrancoDoc, while also examining factors shaping the delivery of linguistically appropriate healthcare services to OLMCs. We conducted semi-structured interviews with medical students from across Canada and thematically analyzed these using a reflexive, inductive approach. Four main themes were derived from 12 interviews: factors facilitating French language learning; barriers to French language learning; contextual factors shaping linguistically appropriate healthcare provision; and recommendations to improve healthcare education to better prepare learners to provide care to OLMCs. Medical student participants are highly motivated to engage in educational activities linked to FrancoDoc. Their efforts are nonetheless frequently impeded by barriers such as time constraints, irregular event programming, lack of regular clinical learning opportunities, and lukewarm support from faculties of medicine. If medical faculties are to realize their obligations to the OLMCs that they serve, recognition of language as a specific social determinant of health and more robust institutional supports for initiatives like FrancoDoc are paramount.

Preschool language exposure and use: A comparison study of dual‐language learners and English monolingual children

AbstractThis study explored the language experiences of dual language learners (DLL; n = 19) and English monolinguals (EM; n = 13) in preschool classrooms where English is the primary language of instruction and many home languages are present. Using the Language ENvironment Analysis™ system as a primary tool, we quantitatively analysed an average of 34 hours of recordings collected over 5–8 days for each participating child (Mage = 52 months) in six classrooms. Results showed that, during a typical preschool day, DLLs spoke as much as EMs but received less adult talk overall and had more 5‐min segments with zero adult–child conversations than their EM peers. Follow‐up analyses revealed that teachers generally talked less when children initiated the conversations than when adults initiated the conversations, and this pattern was particularly evident for DLLs. Study implications and future research are discussed.

A Rhizomatic Analysis of the Korean EMI Experience: A Report on Shifting Attitudes towards English as a Medium of Instruction in South Korea

This study investigates the EMI (English as a Medium of Instruction) experience of nursing students in South Korea. From a questionnaire, two-thirds of the participants reported that English should be the primary language of instruction, even when the same number of students preferred L1 as their collaboration medium. In response to the current literature on the Korean EMI experience, this paper adopts an original application of Deleuze and Guattari's ideas in its qualitative analysis of Korean EMI to understand better why students would choose English over their L1. Instead of explaining the contradictions in EMI learning with neoliberal and capitalist critiques, the contribution of this paper is to illustrate the heterogeneity and the transformative shifts in Korean higher education and the specific function that students have in engendering new forms of identities through EMI praxis.
 
 Received: 21 December 2022 / Accepted: 3 February 2023 / Published: 5 March 2023

The Status of Tribal Languages of Assam Based on Linguistic Context

Assam is home to a diverse population of ethnic and linguistic groups. Assamese is one of these languages and is used in Assam as a state language and a means of communication. Furthermore, since Assamese is the primary language of instruction in government institutions, all students, regardless of their multilingualism, receive a formal education in Assamese. In Assam, only members of that particular tribe speak the tribal language. Due to the lack of a script, these languages are not historically significant. With the use of another language’s script, certain languages are written. However, in terms of written literature, the languages could not be extravagant. In addition, there is a lot of adversity, which makes it difficult for languages to advance without facing these obstacles. This difficulty has become more important due to current, entirely unknown advancements in science and technology, the expansion of transportation and communication, as well as the advancement of education, etc. Additionally, the endangered languages are threatened due to their restricted use. In this instance, the study discusses the current state of these Assamese languages, the issues with tribal languages, the growth of the language, and the responsibilities associated with maintaining these languages. This essay also discusses the extent of Assamese tribal languages’ endangerment and evaluates their viability in light of the criteria suggested by UNESCO. We may draw the conclusion from the study that adequate language planning and all essential action should be taken by the government and the integrated tribe in order to preserve these languages. The only acceptable and reliable language for the present and the future will inspire and draw the following generation to adopt the same.

Factors Affecting Self-Confidence in Tertiary Education Students: A Study of English Classroom-Based Policies

English is a language that many people used in speaking and writing. This language is widely used in business, law, and education. This study determines the factors affecting self-confidence among Bachelor of Secondary Education students, addressed to first-year students in utilizing English as a primary language of instruction in Classroom-based English policy. The research followed a quantitative design and adopted a purposive sampling technique. The study was conducted virtually and took place within a month. The study findings indicated that the lack of self-confidence and apprehension of committing errors were the only factors that had a notable correlation with the student’s level of confidence in speaking English within the classroom setting. Furthermore, the study found no significant difference between self-confidence levels and the respondents’ profile characteristics. However, the findings showed that the characteristics of the students, such as gender, age, first language, parents’ educational attainment, school type, and educational resources at home, did not have an impact on their level of self-confidence. As a result, the study’s general conclusion was that the students showed a limited level of self-confidence when speaking English in the classroom environment. To enhance their speaking ability and confidence in front of peers or others, students might have to recognize their areas of weakness and focus on developing their language proficiency. The researchers also recommend conducting a symposium on boosting the self-confidence of the students.

From Language Movement to Language Policy: A Critical Examination of English in Bangladeshi Tertiary Education

In the context of the global prevalence of the English language as a universal medium, the importance of English language education has gained considerable prominence in Bangladesh. This emphasis is driven by the dual goals of achieving economic progress and fostering a skilled workforce. The use of English as a medium of instruction at the higher education level has become a subject of contentious debate, particularly within public or government universities, where discussions on its continued application persist. This debate is further complicated by the emergence of private universities, which consistently adopt English as their primary language of instruction. In contrast, public universities grapple with a mixed-language approach, incorporating both Bangla and English during lectures. This paper conducts a comprehensive review, delving into crucial facets such as the historical trajectory of English in Bangladesh, its role both pre- and post-independence, and its categorization as either English as a Second Language (ESL) or English as a Foreign Language (EFL) at the tertiary education level. The inquiry concludes by offering insightful recommendations for policymakers to enhance the standing of English in Bangladesh. These recommendations acknowledge the multifaceted implications of English proficiency for the nation's educational landscape and economic prospects.

A meta-analysis on the predictive validity of English language proficiency assessments for college admissions

For institutions where English is the primary language of instruction, English assessments for admissions such as the Test of English as a Foreign Language (TOEFL) and International English Language Testing System (IELTS) give admissions decision-makers a sense of a student’s skills in academic English. Despite this explicit purpose, these exams have also been used for the practice of predicting academic success. In this study, we meta-analytically synthesized 132 effect sizes from 32 studies containing validity evidence of academic English assessments to determine whether different assessments (a) predicted academic success (as measured by grade point average [GPA]) and (b) did so comparably. Overall, assessments had a weak positive correlation with academic achievement ( r = .231, p < .001). Additionally, no significant differences were found in the predictive power of the IELTS and TOEFL exams. No moderators were significant, indicating that these findings held true across school type, school level, and publication type. Although significant, the overall correlation was low; thus, practitioners are cautioned from using standardized English-language proficiency test scores in isolation in lieu of a holistic application review during the admissions process.

Contract Cheating in Canada: National Policy Analysis Project Update and Results for 2021

Join us for an in-depth look at how contract cheating is addressed in Canadian higher education policies. In this session we share results synthesized from 80 publicly-funded universities and colleges across Canada, where English is the primary language of instruction. Our results show why Canada is lagging behind in terms of addressing contract cheating pro-actively through policy and procedures. We offer concrete recommendations for improving the ways that Canadian schools can address contract cheating and other breaches of academic integrity through policy and procedures. In this study, regional teams assembled to collect and analyze academic integrity policies from 80 publicly-funded universities and colleges across Canada where English is the primary language of instruction (Western Canadian universities, n = 24; Ontario universities, n = 21; Atlantic Canadian universities, n = 13; Ontario colleges, n = 22). Although the entire study is not yet complete, we now have full or preliminary results to share from 9 Canadian provinces (BC, AB, SK, MB, ON, NB, NS, PE, and NL). In this session we offer the most comprehensive synthesis of the project to date. In our presentation we provide an overview of the project as a whole, show how we have conducted the study (i.e., method), and present our findings at both a regional and national level. Based on our findings, we offer evidence-based recommendations for policy reform for academic integrity in Canadian higher education, concluding with a call to action for policy makers and administrators to take a stronger stance against contract cheating. For more information on this project visit https://osf.io/n9kwt/.

Sense of agency among frequently anxious learners of English in Swedish primary school: Mismatching beliefs and experiences

Instilling a sense of agency (SoA) in young learners is an important aspect of foreign language instruction, as is the counteracting of emergent foreign language anxiety (FLA). Focusing on learners who frequently experience FLA, this study explores young learners’ beliefs and classroom experiences in relation to teaching and learning of English, in order to highlight the way in which they perceive their own agency, that is, their situated SoA. After initial classroom observations, learners from seven Swedish classrooms, across years 2–5, were seated in small groups to discuss open questions about target language (TL) use, oral interaction, instructional work mode and the role of the teacher and the learners. The present study is based on discussions among 31 of those learners. Qualitative content analysis of the recorded discussions reveals conflicting beliefs and experiences. These frequently anxious learners stressed the importance of extensive input in English and of learners engaging and speaking the TL. However, they also expressed that oral instructions and prompts, which were sometimes incomprehensible, made them feel frustrated and insecure. Considering the risk of embarrassment, they refrained from asking questions or volunteering to speak. Thus, their accounts of their emotional experiences and actions did not align with their beliefs, which hampered their SoA. The findings illustrate the interrelated nature of beliefs, emotional experiences and agency. Implications for primary language teaching relate to target language use and offering plenty of time for learners to practice their oral skills under conditions that they perceive as safe.

Academic Integrity Education Across the Canadian Higher Education Landscape.

The purpose of this article is to understand how academic integrity educational tutorials are administered across Canadian higher education. Results are shared from a survey of publicly funded Canadian higher education institutions (N = 74), including universities (n = 41) and colleges (n = 33), across ten provinces where English is the primary language of instruction. The survey contained 29 items addressing institutional demographic details, as well as academic integrity education questions. Results showed that academic integrity tutorials are inconsistent across Canadian higher education, with further differences evident within the university and college sectors.Supplementary InformationThe online version contains supplementary material available at 10.1007/s10805-021-09412-6.

FORMATION OF GRAMMATICAL COMPETENCE OF A BACHELOR STUDENT

The Implementation of Federal educational standards of higher education today determine significant changes in the system of practice-oriented training of undergraduate students. There are updates in the structure of educational value orientations that have influenced, among other things, the choice of methods, methods and forms of work of a higher education teacher. The competence-based approach that underlies the standard contributes to the personal and professional development of students, increasing their level of social mobility, and competitiveness in professional activities. The paper makes theoretical generalizations of the issue of forming the grammatical competence of undergraduate students of the Nizhnevartovsk state University IN the course of training in the main educational program 44.03.01 "Teacher education", the training profile is Primary education. Using the example of the curriculum discipline "Theoretical foundations and technologies of primary language education", the author analyzes the methods and techniques of the teacher's work in order to form the grammatical competence of the future primary school teacher. The goal is to determine the following educational tasks: formation of students ' ideas about grammatical categories of the Russian literary language from the point of view of its etymology; development of the General and speech culture of the bachelor; formation of social and moral values of students in the system of education and training at the University. The ways to solve these problems are seen in the presented theory, which is the basis of the methods and techniques analyzed in the work, aimed at forming grammatical competence as one of the components of General professional and professional competencies of undergraduate students.

McGill University Faculty of Medicine.

McGill University Faculty of Medicine.

Lessons from “communicative language teaching” for Māori language teachers in English medium schools

Can the teaching approach “communicative language teaching” support Māori language teachers teaching te reo Māori (the Māori language) in English medium schools? Given that, in the absence of a high level of inter-generational transmission, and more than two-thirds of Māori school children attend schools in which the primary language of instruction is English, the ultimate fate of the language rests, to some extent at least, with the success of instructed language learning. This article will discuss and support the notion of adopting characteristics of communicative language teaching as a supportive teaching tool for language teachers. This article will also introduce a number of “focus points” derived from the review of a range of literature sources specific to the analysis of language lessons and relevant literature on the teaching and learning of second or additional languages and will provide anecdotal illustrations from lessons observed. Finally, this article will suggest some useful recommendations for already heavily burdened Indigenous language teachers.

English as a Medium of Instruction (EMI) at the University of Klagenfurt. A Study on the Attitudes and Language Proficiency of Students and Teaching Staff

This study empirically questions the context of English as a medium of instruction (EMI) in a university setting, namely the University in Klagenfurt, Austria, where the primary language of instruction is German. English has been proposed in the study as a language of Content and Language Integrated Learning (CLIL), which is a teaching method whereby students learn a new content in a foreign language. Apart from examining the attitudes towards English in this respect and the levels of proficiency of the students at the University of Klagenfurt (AAU), the study also covered said attitudes and proficiency of the teaching staff. One survey was prepared for the staff and another for the students. Twenty links to different C-tests, aimed at attesting English language proficiency, were distributed across departments and faculties. 114 students took the survey and 75 of them completed the C-test. Moreover, 21 teachers completed the survey and 15 of them completed the C-test.

Time limits and English proficiency tests: Predicting academic performance

English is the primary language of instruction in South African higher education, but entering students of first year are often not sufficiently proficient. Therefore, a need is evident for proficiency testing to guide intervention initiatives. International proficiency tests are lengthy and expensive, but Cloze procedure and vocabulary tests have been used as effective alternatives. However, time limits may affect observed reliability and predictive validity in the context of higher education. The present research assessed a cohort of first-year tourism management students using versions of the English Literacy Skills Assessment (ELSA) Cloze procedure and Vocabulary in Context tests under three time-limit conditions: normal, double and no time limits. Students in double and no time-limit conditions performed significantly better than the normal time-limit group. Group scores were correlated with, and significant predictors of, academic subject first-test scores. Better performance and more accurate prediction under extended time limits may be related to students attempting more questions. As the ELSA Vocabulary in Context was the better predictor in this research, the importance of non-technical vocabulary, as opposed to semantic and contextual understandings in Cloze procedure, is highlighted. Therefore, screening the English proficiency levels of students admitted to higher education institutions may be useful to flag likelihood of success and guide interventions.