English as a Medium of Instruction: Practice and Challenges in Gevornment Secondary Schools of South West Shoa Zone Oromia Region

Seifu, Fasika (2014) English as a Medium of Instruction: Practice and Challenges in Gevornment Secondary Schools of South West Shoa Zone Oromia Region. Masters thesis, Addis Ababa University.

PDF (English as a Medium of Instruction: Practice and Challenges in Gevornment Secondary Schools of South West Shoa Zone Oromia Region) 11.FASIKA SEIFU.pdf - Accepted Version Restricted to Repository staff only Download (853kB) | Request a copy

Abstract

This research focused on investigating the practice and challenges of using English as a medium of instruction in south West Shoa Zone Oromia region selected government secondary schools. To realize the purpose of the study descriptive survey research design was employed. Random sampling method was mainly used to select the participants of the study, the woredas and schools. To gather all the necessary data Questionnaires were distributed to the students, teachers and principals. Focus group discussion had been carried out with principals and department heads. The findings of the research showed that students were not proficient enough with the English language with which they are learning almost all subjects. The English lesson given at the lower grade levels particularly the first cycle primary grade was found to be poor and inefficient to produce linguistically competent students thus it is believed to be one of the main reason that students lack the required English language proficiency when they join the high school. Teachers in their part didn’t possess enough language proficiency which enables them to successfully deliver their lesson to the learners. As a result both teachers and students were facing different challenges while using English for instructional purpose. To deal with the challenges and succeed in their respective roles they both employ different coping strategies even though this could not bring the expected outcome. The effort made by the schools in order to bring change to the overall situation isn’t quite satisfactory. Teachers didn’t get enough English language development training. There were also teachers who never got any type of training since they started teaching. Therefore it is concluded as a whole that if both students and teachers are not fully conversant with the English language and if this hinders their main function and becomes a barrier instead of a facilitator of the teaching learning process, it is impossible to regard English as an effective medium of instruction. Finally it is recommended that all levels of educational bureaus and other concerned bodies should work hard collaboratively in creating different opportunities for the students in order to assist the enhancement of their English language proficiency and introduce them with some useful coping strategies. Schools should incorporate supervision to frequently supervise Teachers’ English language proficiency and identify linguistically weak teachers. Education bureau of all levels together with the schools and concerned NGOs should organize and provide an ongoing and appropriate training for teachers who teach through the medium of English. The English language lesson given at the lower grade level needs to be improved; the teachers need to be well qualified and specialized with teaching the language.

Item Type:	Thesis (Masters)
Subjects:	P Language and Literature > PE English
Divisions:	Africana
Depositing User:	Vincent Mpoza
Date Deposited:	21 Jun 2018 08:30
Last Modified:	21 Jun 2018 08:30
URI:	http://thesisbank.jhia.ac.ke/id/eprint/5507

Actions (login required)

View Item