Subscribing to diverse subjects in different classes: language development dichotomy

Abstract

Language teachers, yet on the other side, language enhancement is compromised for learners whose home language is not English. Further than that, for teachers lacking specialisation of other subjects allocated to them, besides English language teaching and learning becomes a monotonous activity that does not inspire learner attitudes more so that the greatest percentage of subjects underpinning the curriculum is offered in an English medium. This paper aims to explore if offering different subjects in varying classes has any significant impact on language development. The study is located within interpretivist paradigm using qualitative research appraoch and case study research design. 5 secondary school English language teachers were purposefully nominated and interviewed to study the problem’s complex phenomenon. Findings divulged that multi subject allocation in the site investigated seemed to be compromising subject specification, thus leading to a decline in enhancing language development. The study recommends that to re-build teacher and learner motivation, policies should be put in place to consider subject speciality when allocation of subjects is administered.

Understanding identity salience and English as a Foreign Language teaching practices: A case study of multi‐subject generalist teachers

“…The findings of this study reveal that M‐SGTs can successfully transition to become English teachers without formal teacher preparation. This finding matches that of Makena and Omodan (2022) but contrasts with that of Goos et al (2020) and Crisan and Rodd (2014). The finding suggests that M‐SGTs have the capacity to develop their identity and expertise in EFL teaching even without specific training in that subject area.…”

“…In contrast, Izquierdo et al's (2021) study suggested that M-SGTs simplify their instructional approaches by avoiding textbooks and using simple supplementary texts. Another study by Makena and Omodan (2022) reported that the English instructional methodologies employed by comparable M-SGTs undermine student learning, whereas the present study found that M-SGTs engage in more interactive EFL teaching by utilising inclusive materials and supplementary texts.…”

“…One concerning outcome of these practices is the production of apathy in EFL students towards English classes. Another study by Makena and Omodan (2022) reported that such practices by M‐SGTs often result in ‘compromised learning’ of the English language.…”

“…Noticeably, studies on M‐SGTs' identities as EFL teachers and teaching practices are scarce. Makena and Omodan (2022) undertook an empirical investigation of five secondary English language teachers who also taught other subjects, with the aim of ascertaining whether the practice of multi‐subject teaching affected students' language acquisition. Their findings suggest that multi‐subject teaching can have an adverse effect on subject specialization and language development among students.…”

“…The above‐mentioned studies (Izquierdo et al, 2021; Makena & Omodan, 2022) on M‐SGTs have covered M‐SGTs' teaching practices, approaches, effects and challenges when it comes to teaching English. A big missing link in those studies is that they have ignored the interplay between M‐SGTs' salient identity development and teaching practices (Trede et al, 2012; Wales, 2009).…”