Jul 2026· E-Journal of Humanities, Arts and Social Sciences· Vol 7, pp. 1473· 0 citations· 46 references
Abstract
The medium of instruction plays a crucial role in how learners access, engage with, and absorb educational material. In South Africa, the continued use of English as the primary language of instruction, especially in rural areas, raises concerns about its impact on student success and fairness. This case study investigates the educational consequences of using English as the language of learning and teaching (LoLT) in a rural high school in South Africa. Employing a qualitative research methodology grounded in Vygotsky’s Sociocultural Theory, the research purposefully selected six educators and collected data through semi-structured interviews. Thematic analysis revealed that students’ limited proficiency in English hinders their understanding, classroom participation, and overall academic success. Factors contributing to this situation include insufficient learning materials and teachers’ inadequate proficiency and training in teaching English. Nonetheless, early exposure to English was associated with better academic outcomes across grades. The study suggests progressively introducing English from pre-primary education and calls on the Department of Education to invest in teacher training and student-centred English programmes using accessible media resources. The study concludes that while English presents challenges in under-resourced rural schools, its effective implementation, supported by early introduction, targeted language support programmes, and teacher training in translanguaging, can improve learning outcomes. This paper contributes to scholarship by providing empirical evidence on the implications of using English as the language of learning and teaching in a rural South African context, highlighting the gap between language policy and classroom realities. It advances understanding of how limited English proficiency and teacher preparedness affect learner engagement and achievement.
Effective teaching and learning involve appropriate use of methods to increase communication opportunities. Teaching and learning methods that promote meaningful communication are vital for developing English as a second language proficiency among pupils. This study investigated the methods used by primary school teachers in Tanzania to develop pupils' ability to communicate in English. The study was guided by Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), and Vygotsky's Sociocultural Theory. It employed a mixed-methods design, using pragmatic and interpretivist research approaches. Questionnaires were used to collect data from 94 English subject teachers. Qualitative data were collected through observation of 94 lessons across 17 district councils in 11 regions from the Tanzania Mainland between 01 May and 15 June 2026. Likert scale questionnaire items and open-ended questions were used for data collection. Quantitative data were analysed using descriptive statistics, and qualitative data were analysed thematically. Findings revealed that teachers widely use group work, pair work, real-life contexts, songs, storytelling, functional language teaching, integrated language skills, and digital tools to develop English communication skills. School leaders support these methods through Teachers’ continuous professional development (MEWAKA) sessions, provision of materials and constructive feedback. The study concludes that primary school teachers in Tanzania use a variety of communicative strategies that can substantially develop pupils’ English communication ability when these methods are systematically supported. It recommends sustained teacher professional development and provision of better resources, including audio and audio-visual resources.
Stephen Syepwa Mwashihava· International Journal of Edu...· 0 citations
Language plays a pivotal role in shaping educational access, participation, and success, particularly in multilingual societies where the language of instruction often determines learners' opportunities for academic achievement and social mobility. In Nigeria, the National Policy on Education advocates the use of the mother tongue or the language of the immediate environment during the early years of basic education, followed by a gradual transition to English. However, widespread reliance on English as the dominant medium of instruction has created significant barriers for learners from marginalized linguistic, cultural, and socio-economic backgrounds. This paper critically examines how the medium of instruction functions as a gatekeeper that either facilitates or restricts educational opportunities for marginalized learners in Nigeria. Adopting a systematic literature review methodology, the study synthesizes evidence from peer-reviewed journal articles, government policy documents, UNESCO reports, and empirical studies on language-in-education policies. The review reveals that the dominance of English in classroom instruction often disadvantages children from rural communities, minority language groups, nomadic populations, internally displaced communities, and economically disadvantaged households by limiting classroom participation, literacy development, academic achievement, and cultural affirmation. The paper further argues that language is not merely a medium of communication but also a mechanism through which social power, identity, and educational inequality are reproduced. Effective implementation of multilingual and mother tongue-based education is identified as a critical strategy for promoting inclusive, equitable, and sustainable education in line with Sustainable Development Goal 4. The study concludes that achieving educational justice in Nigeria requires stronger implementation of language policy, investment in indigenous language development, enhanced teacher preparation, and sustained stakeholder engagement. These measures will help transform language from a gatekeeping mechanism into an instrument of inclusion, empowerment, and national development.
MOSES, GIDEON ODIBAH, ADEYEMI, ADERINSOLA HELEN, MOSES, VALENTINA OGU· International Journal of Hum...· 0 citations
English remains the official medium of instruction in higher education institutions in Tanzania despite persistent concerns about students' ability to learn effectively through the language. This study explored diploma students' perceptions of English as the medium of instruction at the Institute of Adult Education. Specifically, the study examined students' confidence in using English, comprehension of academic content, and overall perceptions of English as the medium of instruction. The study adopted a quantitative research approach employing a descriptive survey research design. Data were collected using a structured questionnaire administered to 377 diploma students selected through simple random sampling. The collected data were analysed using descriptive statistics (frequencies, percentages, means, and standard deviations) with the aid of the Statistical Package for the Social Sciences (SPSS). The findings revealed that students generally held positive perceptions of English as the medium of instruction, recognising its importance for academic learning, access to educational resources, and future career opportunities. However, respondents also reported challenges related to classroom participation, oral communication, and understanding specialised academic vocabulary. The study concludes that although English remains an appropriate medium of instruction in higher education, institutions should strengthen academic English support programmes and promote learner-centred instructional approaches to enhance students' confidence, comprehension, and overall learning experiences.
Khadija Hassan Namagono, Jesse Lukindo· East African Journal of Educ...· 0 citations
Teachers’ professional development is one of the major factors in enhancing the quality of second or foreign language (English) teaching. In the context of Nepal, Teachers Professional Development training is provided by the government; however, it’s effectiveness from the teachers’ perspective and experiences is not well explored. So, this study aims to explore English language teachers’ perceptions and experiences with using training skills and techniques in the everyday classroom. I employed narrative inquiry as a research method. Four English teachers from Kathmandu Metropolitan City were interviewed to explore their lived experiences and perceptions. The findings showed that teachers perceived training skills as a source that helps them understand the shift from traditional to modern teaching and become familiar with information Communication Technology and modern tools and techniques. Similarly, when training was transformed into a classroom setting, teachers felt more motivated and confident. The study also highlighted that practical application of training skills in the classroom can create a more effective learning environment and enhance the quality of education. The study recommends continuing the training program and conducting strong monitoring and evaluation after its completion. Effectiveness of training, experiences of teachers, perceptions, TPD training
English language education has been a central focus of educational reform in Japan as the country seeks to strengthen students’ communicative competence in a globalized world. Despite these reforms, many Japanese learners continue to face challenges in developing effective English communication skills. This qualitative study examines the difficulties encountered in English language teaching (ELT) in secondary schools in Kobe, Japan, and explores the implications of these challenges for future Assistant Language Teachers (ALTs). The study employed a qualitative research design using semi-structured interviews with twenty English teachers from three public secondary schools in Kobe. Data were analyzed using thematic analysis to identify recurring patterns and key instructional challenges. To strengthen the analysis, frequency counts and participant quotations were incorporated. The findings reveal that examination-oriented teaching practices continue to shape classroom instruction, with teachers prioritizing grammar and reading skills. Other challenges include limited class time, large class sizes, and varying levels of teacher confidence in conducting communicative lessons. Despite these constraints, collaboration with Assistant Language Teachers and the use of interactive strategies were identified as potential solutions. The study concludes that strengthening teacher training, integrating communicative approaches, and providing institutional support are essential to improving English language learning outcomes.
Aileen N. Caballes· International journal of res...· 0 citations
The integration of modern technology in English language education has become increasingly prevalent globally, yet its adoption and effectiveness in developing contexts like Nigeria remain underexplored. This study investigates the impact of modern technology on student engagement and English language proficiency in Nigerian secondary schools, focusing on Dutsinma, Funtua, and Katsina Local Government Areas in Katsina State. Employing a mixed methods research design, the study gathered quantitative data through surveys and qualitative insights through interviews with 200 students, 50 teachers, and 20 administrators across multiple schools. Grounded in Technology Enhanced Language Learning (TELL) and Technology Acceptance Model (TAM) frameworks, the research examined the effects of technology on student engagement and language proficiency, as well as challenges faced in implementation. Findings reveal that while modern technology positively impacts student engagement and facilitates comprehension of the English language, its effectiveness is constrained by infrastructure limitations, inadequate teacher training, inconsistent electricity supply, and limited access to digital resources. Despite these barriers, teachers and students express a strong desire for greater technological integration, recognizing its value in making language learning more accessible and interactive. The study provides valuable recommendations for policymakers, school administrators, and educators aiming to optimize digital resources in language instruction.
B. Abubakar· International journal of res...· 0 citations
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