Medium of Instruction

Ethiopia has been and still is in a political transition, since nearly five decades now. Recent political reforms spearheaded by the incumbent coalition party (EPRDF), is considerable watershed between the remote past and new dawn of multinational federalism in the early years of 1990s. With the 1995 FDRE Constitution, the country transited to the establishment of nine regional states and two city administrative governance levels. In modern life, societies are in dynamic process and constant change. Dynamic diversity is on the rise where police have a frequent heightened role in mediating inter-group conflicts. Since all security apparatuses, including the police force, had to operate in such diverse multicultural environment, there is a critical need to build multicultural competence taking into account the sensitivities surrounding policing services in such settings. As one of the main public institutions, the police also need to undergo reforms in a bid to provide services that meet such diverse multicultural settings.

Right to Education (RTE) Act is intended to provide free and compulsory elementary education to all children aged 6–14 years. This article examines key constituents of elementary education in view of the RTE Act such as current attendance rate, types of institutions, medium of instruction, neighbourhood schools, Monthly per capita expenditure on elementary education (MPCEE)and incentives during pre- and post-RTE period using National Sample Survey Organisation’s 64th (2007–2008) and 71st (2014) round of unit level data. The result shows that far from the universalisation, exclusion is getting entrenched across gender, sector, and socio-religious and economic groups. Female children, children from deprived socio-religious groups, rural areas and from the bottom MPCE quintile have not only fared lower in most of the studied parameters during the pre-RTE period, but the gap from their counterpart has widened immensely during the post-RTE period. Free education has declined and monthly ...

The development of English as a medium of instruction (EMI) has received much attention of language researchers in the era of globalization and internationalization. Despite recognition of problems in implementation, EMI has been widely introduced and applied into higher education in non-native English-speaking (NNES) countries. The question of what challenges face content lecturers in teaching in EMI classrooms is our major focus in this study. The study collected data from 28 content lecturers in EMI programs in a public university in the Mekong Delta, Vietnam. The results from the questionnaire and interview reveal that content lecturers encounter a variation of challenges in EMI classrooms. Specifically, lecturers are challenged by students' language competence, preparation time for lectures, engaging the class discussion in English and their own language ability. The findings from the study are consistent with the findings of the previous research. Based on these findings, implications are made for enhancing the success of similar programs.

This Handbook offers a state-of-the-art account of research in language policy and planning (LPP). The Handbook examines the ways in which scholarship in language policy and planning (LPP) has understood the changing relationship between LPP and political-economic conditions, and how this changing relationship has shaped knowledge production in the field. With an underlying interest in language, social critique, and inequality, scholars in this volume work in widely divergent local, regional, national, and institutional settings, to investigate the ongoing processes that have gradually become the focus of contemporary LPP research, in many cases forcing scholars and practitioners in the field to revisit their own assumptions, views, and methodological perspectives. Through a critical examination of LPP, the Handbook offers new directions for a field in theoretical and methodological turmoil as a result of the socioeconomic, institutional, and discursive processes of change taking place under the conditions of late modernity. Chapters in this handbook are divided into three major sections: conceptual underpinnings of LPP; LPP, nation states, and communities; and LPP and late modernity. Subsections include chapters focusing on LPP and nationalism, minorities, standardization, and globalization; LPP in institutions of the nation-state and in communities; language, neoliberalism, and governmentality; language and mobility, diversity, and new social media; and new approaches to extending LPP scholarship. A final chapter offers an integrative summary and suggestions for future directions in LPP research.

Language plays a crucial role in the teaching and learning process. It is a powerful tool a learner could use to comprehend and learn. However, the persistent debate whether to utilize English or the mother tongue (vernacular or first language of the child) as the medium of instruction has created havoc in the educational arena, especially the non-English speaking countries like the Philippines. The purpose of this paper is to present a brief historical background on the language policy of the Philippine educational system and its issues; a review on the importance of language in education, and the different philosophical underpinnings relative to the use of mother tongue vis-a-vis the English language as a medium of instruction.

Right to Education (RTE) Act is intended to provide free and compulsory elementary education to all children aged 6-14 years. This article examines key constituents of elementary education in view of the RTE Act such as current attendance rate, types of institutions, medium of instruction, neighbourhood schools, Monthly per capita expenditure on elementary education (MPCEE) and incentives during pre-and post-RTE period using National Sample Survey Organisation's 64th (2007-2008) and 71st (2014) round of unit level data. The result shows that far from the universalisation, exclusion is getting entrenched across gender, sector, and socio-religious and economic groups. Female children, children from deprived socio-religious groups, rural areas and from the bottom MPCE quintile have not only fared lower in most of the studied parameters during the pre-RTE period, but the gap from their counterpart has widened immensely during the post-RTE period. Free education has declined and monthly per capita expenditure on elementary education has increased sharply. Children are moving out of the government to private schools. The findings raise serious questions on the intention of the government to fulfil its mandate under RTE.

Language is something many individuals take for granted. It is usually when we discover that our language (or language variety) is different from and perhaps less valued than, the language of others or that our options are somehow limited, either because 'we do not speak/understand a language or language variety, or use it inappropriately or ineffectively in a particular context that we begin to pay attention to language'. This paper gives a sketch of Language Policy and Planning (LPP) which is becoming a well-researched field for many academics as well as postgraduate students. The article provides the latest pertinent information on Fiji's LPP, the linguistic background as well as the medium of instruction (MOI). It further deliberates on the recommendations from the Fiji Islands Education Commission Report of 2000 which is a well-articulated document that provides an overt grounding for LPP in the South Pacific.

This study aimed to explore the experiences of Pakistani learners in their transition to university, and to understand how they adapted to the new learning culture in university. Key factors explored included the influence of Pakistani learners’ expectations of and preparedness for university, prior learning experiences and medium of instruction on their transition into university.
The research used a mixed methods approach in which data was collected sequentially. The study began with a quantitative questionnaire conducted with 154 first-year undergraduate students enrolled in four majors in the Bachelor of Studies in a public sector university in Pakistan. This was followed by the qualitative phase which consisted of three semi-structured interview rounds with 14 students selected from the participants in the questionnaire that was undertaken over the first semester of their enrolment. The quantitative findings provided a broad picture of the adaptation experiences of the learners and the influence of learners’ prior learning experiences and medium of instruction on their transition experiences. The qualitative findings also provided deeper insights into the transition experiences and how these were influenced and shaped by various pre-university and post-shift factors. Finally, the integration of the two sets of findings provided a more comprehensive understanding of the transition process and how the learners formulated new identities as independent university learners for successful transition into university.
The findings of this study revealed that many of the transition experiences of the Pakistani learners in this study are similar to those in the international settings. However, some experiences are of a different nature due to Pakistan’s educational, cultural and historical background as a post-colonial nation. In particular, the country’s parallel public/private school education system and the Urdu/English dual medium of instruction policy have a significant influence on the learners’ transition into university, in shaping the adaptation experiences and the whole transition process. As a result of this study, it is suggested that there is a need to reform the school education system and to review education policies in order to bridge the gap between the school/college and university education and make transition into university a smoother process.

Language plays a crucial role in the teaching and learning process. It is a powerful tool a learner could use to comprehend and learn. However, the persistent debate whether to utilize English or the mother tongue (vernacular or first language of the child) as the medium of instruction has created havoc in the educational arena, especially the non-English speaking countries like the Philippines. The purpose of this paper is to present a brief historical background on the language policy of the Philippine educational system and its issues; a review on the importance of language in education, and the different philosophical underpinnings relative to the use of mother tongue vis-a-vis the English language as a medium of instruction.

These are articles from my weekly column in a Marathi daily published from Panaji, Goa.It deals with issues of language policy,language politics,pan Indian issues of identity,medium of instruction,indian languages and technology,cultural globalisation and the consequent hegemony of the English language etc.

This article reviews the pedagogical constraints imposed by teachers’ limited language proficiency in the medium of instruction in Kenyan primary schools by examining classroom interaction and suggests how an improved understanding of the role language ability on the development of cognitive skills in learners can be accessed. Emerging from these investigations is the need for more specific research pertaining to the causal link between teacher language proficiency and teacher-led approaches in countries that have adopted foreign language policies. Finally, recommendations are made for the introduction of internationally recognised English language assessments and second language programmes for Kenyan primary school educators.

One of the most beautiful and precious blessings for any human or community is language. And the most loved language by any human on earth is his/her mother-tongue. Since a child has got incessant exposure of mother-tongue, it is said to be the best and easiest means of teaching and learning. Although English is used as medium of instruction in colleges and universities, mother-tongue should be the medium of instruction in schools. Mother-tongue based instruction facilitates students in content comprehension, improves interaction between teacher and students, and helps teachers deliver properly. First and foremost, mother-tongue based instruction makes it easy for students to comprehend content of various disciplines. Various researches conducted in non-English countries suggest

This study highlights the major emotional and psychological factors related to the medium of instruction (use of First Language (L1) in the classroom) in the domain of bilingual education for adult Saudi English as foreign language (EFL) learners. The primary area of emphasis is to consider whether the use of L1 in the class reduces the Foreign Language Classroom Anxiety (FLCA) or it deprives the learners of the real and constant language inputs, viz., the words of the teacher in the target language. Thus, the main research question of the study is how the medium of instruction (use/mixing of Arabic or use of English-only approach) impacts the FLCA (Foreign Language Classroom Anxiety) of Saudi adult learners. The quantitative research tool of survey has been administered on the teachers and students on five-point Likert-scale with the responses ranging from strongly agree to strongly disagree. There are twelve items in the survey and each item tends to explore different psychological dimension of the issue. 100 adult Saudi university students and 100 EFL teachers have responded to these items. The main finding of the study is that learner's L1 speeds up the language learning process in a natural way if used occasionally and judiciously with the objective of keeping self-esteem and self image of the learners intact and bringing their FLCA down. The research study not only brings to surface the current state of bilingual EFL education in Saudi context, but also puts forth recommendations for learners, teachers, administrators, and policy makers to strengthen English language teaching/learning in EFL perspective in the bilingual context.

This is a historical study of British policies about language in colonial India. it describes how Persian was replaced with the vernacular languages of India in the lower domains of power (schools, courts, police stations etc). The focus of interest is on education and the article describes the use of English for elite education. These policies were continued in post-independence India and Pakistan.

This paper aims to investigate the politics of plurilingualism in education and, more concretely, the various interests at play behind the introduction of innovations by education authorities in Catalonia, Spain. To do this, the paper critically examines the linguistic model of language in education and the public debate that its introduction generated, focusing on three themes: immersion, translanguaging, and school autonomy. The model, which acknowledges cultural diversity and values plurilingualism, would appear to embrace developments in the field of multi/plurilingual research, although there have been disparate interpretations of the policy. But this case also represents the “politics of innovation”, that is, the invocation of international educational trends for political purposes. The paper (a) argues that sociolinguistic scholars should seriously scrutinise how research may become a sociopolitical tool external to sociolinguistics, and (b) claims that sociolinguists should be more attentive to how we lend our own professional concepts to political agendas.

The purpose of the study is to assess the environmental awareness of secondary school students in relation to gender, locale of study and medium of instruction. Survey method of research has been used in the present study. “Environmental Awareness Ability Scale (EAAS)” constructed and standardized by Dr. Praveen Kumar Jha (1998) was used for collecting data and checking awareness towards environment of secondary school students. For this research study a sample of one hundred and fifty eight secondary school students were randomly selected in and around Murshidabad district of West Bengal by the investigator. The data was analyzed using mean , standard deviation and ‘t’- test. The research paper bring to light that the Boys students and Girls’ students do differ significantly in their environmental awareness. The study uncover that the Urban students have significantly more environmental awareness as compared to their rural counterparts. The research paper also bring to light that the Bengali medium students awareness greater than English medium students.

This study highlights the major emotional and psychological factors related to the medium of instruction (use of First Language (L1) in the classroom) in the domain of bilingual education for adult Saudi English as foreign language (EFL) learners. The primary area of emphasis is to consider whether the use of L1 in the class reduces the Foreign Language Classroom Anxiety (FLCA) or it deprives the learners of the real and constant language inputs, viz., the words of the teacher in the target language. Thus, the main research question of the study is how the medium of instruction (use/mixing of Arabic or use of English-only approach) impacts the FLCA (Foreign Language Classroom Anxiety) of Saudi adult learners. The quantitative research tool of survey has been administered on the teachers and students on five-point Likert-scale with the responses ranging from strongly agree to strongly disagree. There are twelve items in the survey and each item tends to explore different psychological dimension of the issue. 100 adult Saudi university students and 100 EFL teachers have responded to these items. The main finding of the study is that learner's L1 speeds up the language learning process in a natural way if used occasionally and judiciously with the objective of keeping self-esteem and self image of the learners intact and bringing their FLCA down. The research study not only brings to surface the current state of bilingual EFL education in Saudi context, but also puts forth recommendations for learners, teachers, administrators, and policy makers to strengthen English language teaching/learning in EFL perspective in the bilingual context.

Try researcher in this study to identify the objectives of the National Educational and sources to derive educational objectives and the methods and means to achieve the objectives of National Education and the subjects and courses that are taught in the subject of national education in the levels of education in a range of

This article discusses the effects of Hong Kong’s language policy changes in education since China reclaimed the territory in 1997. It describes Hong Kongers’ perceptions of English and their mother tongue Cantonese, and considers the effects of the Cantonese medium of instruction (CMI) policy, which was introduced to promote biliteracy and trilingualism1 among Hong Kongers. The analysis shows that even though CMI results in deeper learning in Hong Kong students, the strength and status of English as the lingua franca in the territory remains strong, and access to the linguistic capital English brings remains restricted to those with financial capital to afford it.

Keywords: English, Hong Kong, language policy, Cantonese, lingua franca

Due to the rapid spread of globalization and the attendant 'global English,' the need for English is often accepted without much thought being given to native languages. Indeed, this is the current situation in the United Arab Emirates (UAE), with English encroaching into all areas of society, and especially forcefully into the education sector, where English as a medium of instruction (EMI) is on the rise. At the same time, Arabic literacy, the ability to read and write in the language, is declining among UAE youth. Using a mixed-methods design, a study was conducted to gain insights into the use of Arabic by Emirati university students. The study examines how Emirati youth use their native language (i.e., Arabic) in their daily lives, their perception of their own reading and writing skills in Arabic vis-à-vis in English language, and the extent to which they can demonstrate their literacy skills in Arabic. Clear evidence emerged showing that while Arabic as a dialect continues to be spoken and used on a daily basis, Arabic literacy is unquestionably losing ground. This paper concludes with a call for a language policy in the UAE that will give Arabic its due in schools and wider society.

ABSTRACT

Medium of Instruction in the UAE


Background
Due to many reasons, there are various attitudes among Arab students towards Arabic from becoming the medium of instruction in the United Arab Emirates (UAE).  Factors such as, globalization, language policy and planning, and English as a Medium of Instruction (EMI), play a major role in how Arabs perceive their identity and their Arabic mother tongue in general, and EMI in specific.

This critical inquiry will answer this question, “Should Arabic be the medium of instruction in the UAE?”

Methods and Methodology
The study is a mixed methodology that was conducted on female Arab students at a public university in the English Preparatory and Writing Program in UAE.  It involved two data collection instruments; a questionnaire and interviews. 

Findings and conclusions
There were some positive and negative attitudes towards Arabic as a medium of instruction, and towards Arabic in general.  The research question was answered by concluding that Arabic could be the medium of instruction but with many limitations. 

Recommendations
Some leaves can be taken out of the northern African and the Scandinavian experience.  Therefore, medium of instruction can be maintained in the mother tongue of Arabic but with strong emphasis on English starting from young age. However, due to the demography of UAE, bilingualism could be a better solution to replace EMI.

Try researcher in this study to identify the objectives of the National Educational and sources to derive educational objectives and the methods and means to achieve the objectives of National Education and the subjects and courses that are taught in the subject of national education in the levels of education in a range of

This study examines the teaching and learning style of lecturers and students at Universiti Kebangsaan Malaysia. A translated version of Grasha-Riechman (1994) Teaching and Learning Style Inventories were distributed to 120 lecturers and 545 students. Results indicated that expert, ...

This study addresses a controversial issue in the Moroccan language-in-education policy, namely the use of mother tongues as media of instruction. Currently, Arabic and French are the two media of instruction in Moroccan public schools and universities. There is strong opposition from the government to the implementation of mother tongues, Amazigh and Moroccan Darija, in the school curriculum due to their low status and lack of prestige compared to Arabic and French. However, being taught in languages that children have to learn from scratch can be cognitively demanding and might well be one of the major reasons behind the increasing number of school dropouts and low levels of academic achievements in Morocco.  This study explores the potential implementation of Amazigh and Moroccan Darija as media of instruction in Moroccan primary schools in order to maximize student learning by investigating students’ and teachers’ perceptions. Results suggest that while teachers and students ali...

The Potchefstroom Campus of North-West University (NWU) is historically associated with Afrikaans, but English is currently being used as medium of instruction for honours programmes on this particular campus of this trilingual university. As such the NWU acknowledges Afrikaans, English and Setswana as working languages in its language policy. The prominence of English at the Potchefstroom Campus and its value as a medium of instruction, however, had already been acknowledged in the University’s year of inception in 1869 – initially as a school of theology. As time passed Dutch and eventually Afrikaans became more important at the institution. The university moved from a mainly Afrikaans character to an officially trilingual university with mainly Afrikaans and English as mediums of instruction after a merger in 2004 between the former Potchefstroom University for Christian Higher Education, the University of North-West and Sebokeng Campus of the Vista University as part of the government’s attempts at integrating segregated higher education institutions.

It is important to contextualise any discussion with regard to medium of instruction in terms of the benefits of mother-tongue education, it is clear that language transfer of skills can take place between a mother tongue and an additional language, the status of Afrikaans (as well as other South African languages) with regard to English and its hegemony in South Africa also informs this discussion. Relevant research with regard to bi- and multilingualism as well as the concept of functional multilingualism also inform decisions made regarding medium of instruction. The outstanding bilingual skills of Afrikaans-speaking students seem to be relevant in this regard. Furthermore, existing national legislation and policies as well as the NWU’s language policy should also be taken into account. In this regard, the use of English for honours programmes on the Potchefstroom Campus is allowed and the language policy specifically refers to the honours programmes where English can be utilised. However, the use of Afrikaans at this institution should be considered within the context of increased English usage throughout the higher education landscape in South Africa. The importance of Afrikaans as an academic language at higher education level is clear and is, despite some negative political rhetoric, still an important aspect of the ideals set out in the Constitution regarding multilingualism and the right to receive an education in a person’s mother tongue.

The use of and need for English as a medium of instruction is a reality at this campus and needs to be recognised and managed. Language use can be facilitated in a classroom by means of single-medium, parallel-medium, double-medium or educational interpreting approaches. From an overview of the literature, especially pertaining to this higher education institution, educational interpreting approaches seem to be most relevant. However, some criticism against both these approaches in terms of teaching and learning time and especially two-way communication in terms of interpreting need to be explored and addressed.

From an overview of the language distribution and preferences of the students it is clear that Afrikaans is still the most prominent language on campus. But a decline in the percentage of Afrikaans-speaking honours students is also evident. English is already used in a number of honours programmes as a medium of instruction. English is mainly used for the sake of accommodating individuals who do not have a proper command of Afrikaans or prefer not to be instructed in this language as well as perceived needs of the industry outside the university.

This article recommends further research regarding English academic skills and educational interpreting, specifically from English into Afrikaans. With reference to interpreting, focus is also necessary regarding the facilitation of effective two-way communication in the interpreting process in a classroom.

Linguistics hegemony, linguistics imperialism, and linguistic colonialism are serious issues that have not gained enough attention in applied linguistics research. English as a medium of instruction (EMI) in non-anglophone countries is a type of linguistics imperialism (Phillipson, 2018). EMI policy has led to adverse outcomes in several aspects such as low achievement of learning outcomes, challenges to students' identity, limited access to educational resources, unjust treatments, and unfair assessment in undergraduate programs. This research study investigates the views of students and academic experts using questionnaires and interviews. The data were analyzed both qualitatively and quantitatively. The findings of this study demonstrate the lack of educational justice and the strong connection between linguistic hegemony and the colonization of consciousness. The findings show that participants in EMI programs do not engage in authentic, rigorous, and fun learning. Decisions to use EMI are either based on fallacies regarding the nature of language, on fuzzy assessment of educational priorities, or both. We strongly encourage applied linguists, language policymakers, and university administrators to play significant roles in challenging English hegemony and English supremacy to promote educational justice, equal opportunities to learn, and fair treatment in EMI undergraduate programs around the globe, especially in non-anglophone countries.

Rooted in data gathered from a large-scale study in Hong Kong, this
chapter examines English language teachers’ cognitions on motivating learners in a multilingual context. In so doing it offers unique affordances to critically examine the mediating role of sociocultural context in language teacher education policy and practice. The chapter draws on observation and interview data from English language teachers across English, Chinese and mixed medium instruction secondary schools to explore their cognitions on language learning motivation and examine the role of
sociocultural context in shaping their practices and beliefs. The data points to an ad hoc approach to motivating students that is reactive and not proactive, responding not to the multilingual needs of learners, but to immediate classroom events. The chapter suggests that while much is known about the nature of motivation, this knowledge has yet to be integrated into language teacher education curricula. The chapter argues the need for teacher education to incorporate an explicit focus on motivational teaching practice, equipping teachers with the tools to develop socioculturally responsive pedagogical frameworks that are sensitive to the needs of their learners as multilingual citizens rather than language learners.

This study aims to investigate the perspectives of non-native English as a Foreign Language (EFL) teachers across mother tongue and gender, and their male and female adult students, regarding the use of Arabic in the EFL classrooms at the university level in Saudi Arabia. The study specifically seeks to investigate the perspectives of non-native Arab and non-Arab EFL teachers as they, working in the native Arab setting, often resort to Arabic (Al-Nofaie, 2010; Machaal, 2012). However, there are glaring research gaps about non-native EFL teachers' and adult learners' beliefs on the use of first language (L1) in the classroom. For this purpose, the study used quantitative research design, and administered two questionnaires, one for the teachers and the other for the students. Students' questionnaire complemented that of the teachers. Forty teachers and sixty students were selected based on stratified random sampling. The findings of the study revealed that all camps of teachers, Arab, non-Arab, male, female, and students were in favour of judicious bilingual approach. The study finds statistically significant difference between the beliefs of Arab and non-Arab EFL teachers about the use of L1. The findings suggest that Arab EFL teachers' use of Arabic is extensive, while non-Arab EFL teachers' use of Arabic is well-timed. The study suggested practical implications for the improvement of English Language Teaching (ELT) in Saudi Arabia by recommending planned, occasional and judicious use of L1 while teaching EFL adult learners.

This article reviews the pedagogical constraints imposed by teachers' limited language proficiency in the medium of instruction in Kenyan primary schools by examining classroom interaction and suggests how an improved understanding of the role language ability on the development of cognitive skills in learners can be accessed. Emerging from these investigations is the need for more specific research pertaining to the causal link between teacher language proficiency and teacher-led approaches in countries that have adopted foreign language policies. Finally, recommendations are made for the introduction of internationally recognised English language assessments and second language programmes for Kenyan primary school educators.

This study examines the teaching and learning style of lecturers and students at Universiti Kebangsaan Malaysia. A translated version of Grasha-Riechman (1994) Teaching and Learning Style Inventories were distributed to 120 lecturers and 545 students. Results indicated that expert, ...

Try researcher in this study to identify the objectives of the National Educational and sources to derive educational objectives and the methods and means to achieve the objectives of National Education and the subjects and courses that are taught in the subject of national education in the levels of education in a range of

Beyond its pedagogical technicality, language policy is both ideological and political. The English as Medium of Instruction or EMI policy in Indonesia’s international-standard public schools (IS-Schools) was an exemplary picture of how ideologically and politically contentious a language policy could be. The policy marked a significant shift of the nation’s language policy orientations, from post-independence state-nationalism and sociopolitical cohesion, to global economic competitiveness and political alliance. With unequal educational access in this populated, multicultural country, the EMI policy faced not only technical challenges at school level, but also normative, ideological and political resistance from micro- and macro-level stakeholders. In this constructivist study, I described and analyzed the Indonesia’s EMI policy goals and its surrounding debates, including a school-based case study to illustrate micro-level practices and challenges. Generating data from policy doc...

This paper will present how Medium of Instruction at the primary, secondary, higher-secondary levels of education in Bangladesh instigates social, cultural, and economic divisions among the stakeholders. The researcher will refer to existing studies along with his insights. Most of the studies conducted so far on this issue talked about Bangla and English as the MOI. Little has been talked about Arabic and Urdu as MOI in the Madrasa system which is one of the major streams of education in the country. Moreover, not many studies have been done on the effect ofMOI at lower levels- primary, secondary, and higher secondary. Hence, the researcher has shed light on madrasa education and lower levels of other streams of education based on his investigation.

In team teaching (TT), an approach to language education where so-called native and non-native English-speaking teachers teach in an English language classroom together, implicit in TT theory and practice is the perspective that through a “deficit” model (Bolstad & Zenuk-Nishide, 2016), one teacher’s purported strengths in the target language will somehow compensate for the other teacher’s purported linguistic weaknesses. This native speakerist deficit perspective is unfortunately embedded in TT recruitment schemes, where so-called native English speakers are positioned as agents of change who can bring innovation to English language teaching (ELT), such as communicative teaching practices and increased use of English. The current chapter, through analysis of policy discourse and semi-structured interview data, examines how team teaching is represented in a current initiative in Japanese senior high schools in which English teachers of Japanese nationality (JTEs) are required to conduct English classes in English, and discusses its implications for how TT is to be practised. It argues that the discourses of the “English in English” initiative fail to address lingering tensions with respect to how JTEs and their native English-speaking counterparts’ roles are framed in policy discourse, and perceived and enacted at the institutional level. These tensions, if unresolved, may preclude the possibility for native speakerism in TT practice to be eradicated at the classroom and institutional level.

في دراسة استطلاعية أجرتها الباحثة على عينة من طالبات أقسام كليات الطب والصيدلة والعلوم والحاسب الآلي أظهرت نتائج الدراسة ما يلي: (1) أن لغة التدريس والكتب المقررة في معظم الكليات العلمية هي اللغة الإنجليزية. (2) أن الطالبات لا يدرسن المقابلات العربية للمصطلحات الإنجليزية في تخصصاتهن المختلفة. (3) وجود أفكار خاطئة لدى الطالبات عن الطرق المستخدمة في عملية التعريب. حيث تعتقد الطالبات أن الطريقة المتبعة في ترجمة المصطلحات إلى اللغة العربية هي النقل الصوتي، ولا يعرفن شيئا عن طرق التعريب الأخرى مثل الاشتقاق والنحت والتوليد وإضفاء معان جديدة على كلمات. (4) معظم الطالبات لم يسمعن بالبنك الآلي السعودي للمصطلحات. كما قامت الباحثة بتحليل محتوى مقرري "مهارات لغوية" و"التحرير العربي" وهما من متطلبات الجامعة المقررة على الطلاب في جميع الكليات بجامعة الملك سعود (عدا طلاب قسم اللغة العربية)، للتعرف على ما إذا كان الطلاب يدرسون طرق توليد المصطلحات وتعريبها. فوجدت أن الطلاب يدرسون ما يلي: قواعد الإملاء، قواعد استخدام علامات الترقيم، وبعض الموضوعات النحوية، ولا يدرسون طرق توليد وتعريب المصطلحات باللغة العربية على الإطلاق. وحتى يكون للجامعات دور فاعل في عملية التعريب ونشر المقابلات العربية للمصطلحات الإنجليزية، توصي الدراسة بما يلي: (أ) ضرورة تدريس طرق التعريب والاشتقاق والتوليد كجزء من مقررات اللغة العربية أو طرح مقرر في طرق التعريب لطلاب الكليات العلمية. (ب) أن يكون حفظ المقابلات العربية للمصطلحات الأجنبية جزءا لا يتجزأ من متطلبات النجاح في جميع مقررات الكليات العلمية. (ج) لتحفيز أعضاء هيئة التدريس بالجامعات على الترجمة والتأليف باللغة العربية وتعريب المصطلحات، ولتشجيع طلاب الدراسات العليا على كتابة رسائلهم باللغة العربية ومساهمتهم في تعريب المصطلحات، من الضروري أن نجعل ذلك من متطلبات الترقية ومن متطلبات الحصول على درجة الماجستير والدكتوراه، مع تذييل رسائل الماجستير والكتب المترجمة والمؤلفة بقائمة بالمصطلحات الإنجليزية ومقابلاتها العربية. (د) تعريف الطلاب والأساتذة ببنوك المصطلحات العربية مثل البنك الآلي السعودي للمصطلحات "باسم" ووضعها تحت تصرفهم. والإضافة إليها باستمرار واستخدامها في التأليف باللغة العربية.

Try researcher in this study to identify the objectives of the National Educational and sources to derive educational objectives and the methods and means to achieve the objectives of National Education and the subjects and courses that are taught in the subject of national education in the levels of education in a range of