The use of English as medium of instruction and students’ readiness to learn in English

Abstract

This study explored the mismatch between the transition from mother tongue to English medium of instruction and teachers’ and students’ use of English. The study adopted a mixed method design. A questionnaire was administered to language as well as non-language teachers. Classroom observations were also conducted with non-language teachers who were supposed to use English as a medium of instruction. A group of students participated in focus group discussion, and another group participated in orally administered questions. Furthermore, grade 10 national exanimation results were analyzed. The findings revealed incongruity between the widely held perceptions about the English medium of instruction (teachers and students consider English as the language of science and technology, a language that facilitates future career development, and a language of success) and teachers' and students' use of English as a medium of instruction. The performance of students who made the transition in grade nine is significantly lower than those of others in almost all examination periods. There is an apparent difference in the performance of students who transitioned from a mother-tongue language to English as the medium of instruction at different levels. Generally, students who made the transition in grade seven were found to be superior in terms of achievement on grade ten national examinations to those who transitioned either in grade five or nine. The study uncovered teachers’ limited use of English as the medium of instruction and a lack of readiness among students to learn in English.