Language Policy and Medium of Instruction Issue in Pakistan

Ammar, Ali; Ali, Naveen; Fawad, Ali; Qasim, Khamsa

doi:10.4312/ala.5.1.111-124

Cited by 11 publications

(6 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Similarly, in the context of present study, EFL background presents a considerable challenge to prospective teachers since their prior educational experiences were predominantly influenced by the native and local languages (Apple, 2011). Although the medium of instruction and the content present in the textbooks are often in English Language, the classroom interaction occurs in national/local language (Urdu/Punjabi) in the schools and colleges (Ammar, Ali, Fawad & Qasim, 2015).…”

Section: Introductionmentioning

confidence: 99%

Prospective Teachers’ Perceptions of Oral Presentations: An Exploration of Challenges Involved

2019

View full text Add to dashboard Cite

Presentation skills are considered as one of the most important proficiencies needed for higher education and future careers for teachers. The present study identifies the challenges faced by prospective teachers during classroom oral presentations while studying at a teacher training institute, Institute of Education and Research, (IER). The participants of the study were 400 prospective teachers enrolled in different programs of teacher education at IER. Independent variables were measured, number of semesters already completed at the institute, gender and GPA in the completed semesters. A questionnaire was developed comprising three main sections: personal traits, oral presentation skills and peers and teachers. The statements were developed on a five-point Likert Scale to know the opinion of prospective teachers regarding challenges involved in oral presentations. In addition, a semi-structured interview was conducted from thirty prospective teachers to probe results obtained from quantitative analysis and investigate reasons behind emerging challenges. The findings revealed that prospective teachers experienced medium level of difficulties in oral presentations with mild tendency towards high rank. There was no significant difference found in the results regarding the number of semester students already completed, GPA and gender in general, whereas, statistically significant difference was found on factor peer and teachers with respect to variable gender only. Analysis of qualitative data revealed tangible reasons behind the challenges of oral presentations such as second language, personal traits and use of technology. There is a need to encourage sharing of ideas, discussions and presentations in the classrooms right from the early years of school through higher education in order to enable learners to become confident, vocal and effective teachers.

show abstract

Section: Introductionmentioning

confidence: 99%

Prospective Teachers’ Perceptions of Oral Presentations: An Exploration of Challenges Involved

2019

View full text Add to dashboard Cite

show abstract

“…Al., 2011;Zhang, 2018), internationalization of the HEI (Al-Bakri, 2013;Bradford, 2013;Chang et al, 2017;Doiz et al, 2011;Kırkgöz, 2014;Macaro & Akıncıoğlu, 2018;Poon, 2013;Zhang, 2018), better job opportunities (Bradford, 2013;Doiz et al, 2011;Hernandez-Nanclares & Jimenez-Munoz, 2017;Kırkgöz, 2014), higher university ranking and qualified local workforce (Bradford, 2013), and developed English proficiency (Bradford, 2013;Kırkgöz, 2014;Sert, 2008). In spite of many advantages, EMI also poses some challenges, such as detrimental effects on local language and academic culture (Al-Bakri, 2013;Ammar, Ali, Fawad, & Qasım, 2015;Bradford, 2013;Hunt, 2012), limited qualified instructors (Bradford, 2013), students' and lecturers' insufficient English language competence, (Chang et al, 2017;Costa & Coleman, 2013;Jiang et al, 2019), and instructor workload and demotivation (Bradford, 2013;Doiz et al, 2011;.…”

Section: Benefits and Challenges Of Emimentioning

confidence: 99%

English medium instruction: Policies for constraining potential language use in the classroom and recruiting instructors

VURAL

Dinçer

2022

International Journal of Educational Spectrum

View full text Add to dashboard Cite

English medium instruction (EMI), has posed benefits and challenges in Higher Education Institutions (HEIs). Especially in the contexts where English is used as a foreign language, EMI universities may face two significant problems: 1) finding instructors meeting both academic and English proficiency requirements, 2) constraining potential language use in the classrooms where the majority of the students and the instructor share the same mother tongue. This study aims to unearth the policies employed by the three state EMI universities to handle these problems. Content analysis is used for the data consisting of documents and administrators’ responses to an online open-ended questionnaire. The findings reveal that the primary supply for instructor demand is the local academics with EMI background and academic experiences abroad. There is no policy that directly constrains the classroom language to English, but universities make use of some indirect policy mechanisms such as including language of instruction in course evaluation forms and increasing the number of international students.

show abstract

“…Several authors question the use of English and EMI in the internationalization process, among which we can mention Taquini, Finardi and Amorim ( 2107) who question the role of EMI in Turkey, Ammar, Fawad and Qasim (2015) in Pakistan, Finardi (2014), Baumvol e Sarmento (2019), Gimenez (2019), Archanjo and Barbosa (2019), Jordã o (2019), in Brazil, Farias and Radu (2019, in Chile, de Mejí a (2019) and Ortega (2019) in Colombia, Rapatahana (2019) in New Zealand, and Moore and Finardi (2019) in southern Spain.…”

Section: English In the Worldmentioning

confidence: 99%

English as a Medium of Instruction in Brazil: Evidence from UFES

Taquini¹,

Finardi²

2021

SELT

View full text Add to dashboard Cite

The study reflects on the role of additional languages (L2) in the process of internationalization of higher education by analyzing the role of L2 in general and English in particular in the process of internationalization of a federal university in Brazil (UFES). More specifically, the study seeks evidence of the role of L2 and English in the process of internationalization at UFES by analyzing its offer of courses reported in the Guide EMI 2018-2019 in contrast with data from the self-declared L2 proficiency of professors linked to postgraduate programs (PPGs) in that institution. The literature review includes studies on the role of L2 in the process of internationalization in Brazil and at UFES. The methodology is mixed, triangulating quantitative and qualitative data of the offer of L2 courses at UFES with the reported proficiency levels of professors. The analysis of the data suggests that English has a hegemonic role in the internationalization process in general and at UFES in particular. Since other L2 possibilities have been found in that institution, the study suggests alternative language policies to stimulate the use of other L2 apart from English to foster a more multilingual internationalization process in that context.

show abstract

Language Policy and Medium of Instruction Issue in Pakistan

Cited by 11 publications

References 20 publications

Prospective Teachers’ Perceptions of Oral Presentations: An Exploration of Challenges Involved

Prospective Teachers’ Perceptions of Oral Presentations: An Exploration of Challenges Involved

English medium instruction: Policies for constraining potential language use in the classroom and recruiting instructors

English as a Medium of Instruction in Brazil: Evidence from UFES

Contact Info

Product

Resources

About