Challenges of Using English as a Medium of Instruction in Multilingual Contexts: A View from Ugandan Classrooms

Autor/in	Kyeyune, Robinah
Titel	Challenges of Using English as a Medium of Instruction in Multilingual Contexts: A View from Ugandan Classrooms
Quelle	In: Language, Culture and Curriculum, 16 (2003) 2, S.173-184 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
Schlagwörter	Linguistic Competence; Language of Instruction; Foreign Countries; Classroom Communication; Teacher Attitudes; Student Attitudes; Multilingualism; English (Second Language); Interviews; Second Language Learning; Teacher Student Relationship; Bilingual Education; Teaching Skills; Uganda + Suchen Sie Ihr Suchwort? Sprachkompetenz; Teaching language; Unterrichtssprache; Ausland; Klassengespräch; Lehrerverhalten; Schülerverhalten; Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Interviewing; Interviewtechnik; Zweitsprachenerwerb; Teacher student relationships; Lehrer-Schüler-Beziehung; Bilingual teaching; Bilingualer Unterricht; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	Based on interviews with teachers and students, the paper looks at some of the ways in which teachers' use of English as a medium of instruction sometimes frustrates the students' learning efforts instead of facilitating them. While options for change may include adopting mother tongue as an alternative medium, there are theoretical reasons for believing that it would not necessarily lead to a great improvement, since the problem is not just one of linguistic competence but has deeper roots in dominant modes of teacher-pupil communication. In addition, there are the wellknown practical difficulties with education through the mother tongue. The maintenance of English may be an easier option, with careful adoption of a bilingual-based, communication-oriented approach to instruction. To facilitate learners' comprehension and analysis of classroom talk, it is argued that teachers should be trained in two basic elements. They should have the skills necessary for supporting learning through an analytical understanding of language-related barriers. In addition, they should be fluent in the two critical skills of questioning and explaining. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10