Utilizing English as a Language of Instruction in Teaching Culturally Diverse Students
Keywords:
English, language of instruction, culturally diverse students, higher education, multilingualism, codeswitchingAbstract
The study aimed to gauge higher education teachers’ employment of English as a language of instruction in teaching culturally diverse students. Through descriptive research, eighty-six faculty participated through simple random sampling. The research instrument was based on the Content and Language Integrated Learning (CLIL) Model, centered in the language, content, learning, and culture dimensions. Descriptive statistics was employed to analyze and present the results. Findings revealed that English has multidimensional uses and has significant value in education, language proficiency, professionalism, cultural development, language repertoire, and personal empowerment. For the teachers, the state of utilizing English revealed its superiority and strong recognition. However, it is inevitably supplemented by Filipino and native tongues, which could offer meaningful experiences and grasp the subject matter.
References
Achieng, O. L. (2014). The role of language in maintaining peace and security in Africa – lesson learnt from Kenya and Rwanda. [Master’s Thesis] University of Nairobi, Kenya. http://erepository.uonbi.ac.ke/bitstream/handle/11295/100287/
Ajitha, K. & Sivaranjani, A. (2016). English for empowerment. South Asian Journal of Engineering and Technology 2, (14), 35–40. https://www.researchgate.net/publication/319956752
Akbarov, A., Gönen, K., & Aydoğan, H. (2018). Content and (English) Language Integrated Learning (CLIL) applied to Math lessons. Acta Didactica Napocensia, 11(2). (EJ1185860). ERIC.
Alenezi, A. A. (2010). Students’ language attitude towards using code-switching as medium of instruction in the College of Health Sciences: An exploratory study. Annual Review of Education, Communication & Language Sciences, 7. http://research.ncl.ac.uk/ARECLS/vol7_documents/alenezi_vol7.pdf
Barnard, D. (2018, January 20). Average speaking rate and words per minute. https://virtualspeech.com/blog/average-speaking-rate-words-per-minute
Beare, K. (2018, May 11). English only?. https://www.thoughtco.com/english-only-in-class-1211767
Bohdanska, B. (2012). The level of knowledge of the cultural background of English-speaking countries among students of English language at a secondary school [Diploma Thesis]. https://theses.cz/id/9zhwj8/b_bohdanska.pdf
Bonett, D. G., & Wright, T. A. (2015). Cronbach's alpha reliability: Interval estimation, hypothesis testing, and sample size planning. Journal of Organizational Behavior, 36(1), 3-15. doi:10.1002/job.1960
British Council. (2018). Content and language integrated learning. https://www.teachingenglish.org.uk/article/content-language-integrated-learning
Canagarajah, S. (2011). Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied Linguistics Review, 2, 1-28. doi: https://doi.org/10.1515/9783110239331.1
Canh, L., & Renandya, W. A. (2017). Teachers’ English proficiency and classroom language use: A conversation analysis study. RELC Journal, 48(1), 67-81. doi: https://doi.org/10.1177/0033688217690935
Canilao, M. E. (2015). Examining the place of English in the teaching of mathematics in an urban public elementary school in the Philippines. Unpublished doctoral dissertation, Ateneo de Manila University.
Case, A. (2013). Sharing personal experiences in EFL classes. https://www.usingenglish.com/articles/sharing-personal-experiences-in-efl-classes.html
Chou, E. (2018). 8 keys for bringing comprehensible input into your ESL classroom. https://www.fluentu.com/blog/educator-english/comprehensible-input/
Demmert Jr., W. G. (2011). What is culture-based education? Understanding pedagogy and curriculum. Honoring our heritage: Culturally appropriate approaches to Indigenous education, 1-9. http://jan.ucc.nau.edu/jar/HOH/HOH-1.pdf
Domingo, D. R. (2016). Content area effectiveness: English vs Filipino medium of instruction. PEOPLE: International Journal of Social Sciences, 2(1). doi: http://dx.doi.org/10.20319/pijss.2016.s21.15141529
Ebad, R. (2014). The role and impact of English as a language and a medium of instruction in Saudi higher education institutions: Students-instructors perspective. Studies in English Language Teaching, 2(2), 140. http://scholink.org/ojs/index.php/selt/article/viewFile/170/187
Engels, M. C. (2013). Validation procedure MILQ. Research report [WWW document]. Utrecht University, Center for Textbook Studies (CLU). http://clu.nl/wp-content/uploads/2014/05/Validation-procedure-MILQ-Maaike-Engels.pdf
Estaji, M., & Savarabadi, M. F. (2020). English as an International Language: Reconstructing EFL Teachers' Cultural Awareness and Perception of Teaching Culture. Journal of English as an International Language, 15(1), 82-99. (EJ1259912). ERIC.
Faez, F. (2012). Diverse teachers for diverse students: Internationally educated and Canadian-born teachers' preparedness to teach English language learners. Canadian Journal of Education, 35(3), 64-84. (EJ995610). ERIC.
Fang, F. G. (2017). English as a lingua franca: Implications for pedagogy and assessment. TEFLIN Journal, 28(1), 57-70. doi: http://dx.doi.org/10.15639/teflinjournal.v28i1/57-70
Frías, V. M. D. (2014). Working with competences in the ESL/EFL classroom. MEXTESOL Journal, 38(2), 1-15. http://www.mextesol.net/journal/index.php?
Ferdous, T. (2013). Use of English beyond the classroom wall: A study of undergraduate students' out-of-class English learning activities (Doctoral Dissertation, BRAC University). http://dspace.bracu.ac.bd:8080/xmlui/bitstream/handle/10361/2760/
Fox, N., Hunn, A., & Mathers, N. (2009). Sampling and sample size calculation. East Midlands/Yorkshire: the National Institutes for Health Research. Research Design Service for the East Midlands/Yorkshire & the Humber. https://www.bdct.nhs.uk/wp-content/uploads/2019/04/Sampling-and-Sample-Size-Calculation.pdf
Hill, J. D., & Miller, K. B. (2013). Classroom instruction that works with English language learners. ASCD. https://www.ascd.org/books/classroom-instruction-that-works-with-english-language-learners-2nd-edition
Hurtado, S., & Guillermo-Wann, C. (2013). Diverse learning environments: Assessing and creating conditions for student success – Final Report to the Ford Foundation. University of California, Los Angeles: Higher Education Research Institute. https://www.heri.ucla.edu/ford/DiverseLearningEnvironments.pdf
Hurst, B., Wallace, R., & Nixon, S. B. (2013). The impact of social interaction on student learning. Reading Horizons, 52 (4). https://scholarworks.wmich.edu/reading_horizons/vol52/iss4/5
Jenkins, J. (2011). Accommodating (to) ELF in the international university. Journal of Pragmatics, 43(4), 926-936. https://eprints.soton.ac.uk/149675/1/JoPfinal_pre-publication_%25282010%2529.pdf
Kirova, S., & Veselinovska, S. S. (2011). An attempt of integration of teaching contents of the subjects ecological education and English as a foreign language. Procedia - Social and Behavioral Sciences, 15, 1220–1225. doi: https://doi.org/10.1016/J.SBSPRO.2011.03.266
Knagg, J. (2013). EMI within a global context – Towards a British Council perspective. https://www.britishcouncil.org.br/sites/default/files/regionalpolicydialogue_emi.pdf
Kristiawan, M. (2013). The implementation of cooperative learning in English class of favorite School of secondary high school 5 Batusangkar, West Sumatera. International Journal of Educational Administration and Policy Studies, 5(6), 85-90. http://www.academicjournals.org/journal/IJEAPS/article-full-text-pdf/681228D41003
Launio, R. M. (2015). Instructional medium and its effect on students’ Mathematics achievement. International Journal Multidisciplinary and Current Research, 3, 462-465. http://ijmcr.com/wp-content/uploads/2015/05/Paper12462-465.pdf
Lueg, K., & Lueg, R. (2015). Why do students choose English as a medium of instruction? A Bourdieusian perspective on the study strategies of non-native English speakers. Academy of Management Learning & Education, 14(1), 5-30. https://pure.au.dk/ws/files/86075164/AMLE_March2015.pdf
Lynch, M. (2011, December 28). Examining the impact of culture on academic performance. https://www.huffingtonpost.com/matthew-lynch-edd/education-culture_b_1034197.html
Mauranen, A., & Ranta, E. (Eds.). (2009). English as a lingua franca: Studies and findings. Cambridge Scholars Publishing. https://books.google.com.ph/books/about/English_as_a_Lingua_Franca.html?id=lwMaBwAAQBAJ&redir_esc=y
Nassaji, H. (2015). Qualitative and descriptive research: Data type versus data analysis. Language Teaching Research. 19(129-132). https://journals.sagepub.com/doi/full/10.1177/1362168815572747
National Council of Teachers of English. (2015, July 13.) Supporting linguistically and culturally diverse learners in English education. http://www2.ncte.org/statement/diverselearnersinee/
Office of the President of the Philippines. (2003). [Executive Order Nos.: 201 – 300]. Manila: Malacañang Records Office. http://www.officialgazette.gov.ph/2003/05/17/executive-order-no-210-s-2003/
Ondracek, J. (2011). Problems in communication caused by mistakes in the pronunciation of English by Czechs [Doctoral Dissertation]. http://is.muni.cz/th/812/pedf_d/PhD_-_Final_.pdf
Oribhabor, C. B., & Anyanwu, C. A. (2019). Research Sampling and Sample Size Determination: A Practical application. Journal of Educational Research (Fudjer), 2(1), 47-57. https://www.researchgate.net/publication/336723498_Research_Sampling_and_Sample_Size_Determination_A_practical_Application
Prada-Arango, H. (2015). Students self-confidence as a way to improve English oral production in 5th cycle at Ricaurte School. https://repository.unilibre.edu.co/bitstream/handle/10901/7878/
Peláez, E. M. (2008). English teachers' beliefs about communicative competence and their relationship with their classroom practices. PROFILE Issues in Teachers’ Professional Development, (10), 75-90. http://www.scielo.org.co/scielo.php?
Quinton, S. (2013, November 11). Good teachers embrace their students’ cultural background. https://www.theatlantic.com/education/archive/2013/11/good-teachers-embrace-their-students-cultural-backgrounds/281337/
Rainier, M. (2010, November 29). Teaching CLIL: Classroom benefits. Oxford University Press. https://oupeltglobalblog.com/2010/11/29/teaching-clil-classroom-benefits/
Raja, B., & Selvi, K. (2011). Causes of problems in learning English as a second language as perceived by higher secondary students. Journal on English Language Teaching, 1(4), 40-45. (EJ1071073). ERIC.
Ramírez-Ortiz, S. M., & Artunduaga-Cuéllar, M. T. (2018). Authentic tasks to foster oral production among English as a foreign language learners. HOW, 25(1), 51-68. doi: https://doi.org/10.19183/how.25.1.362
Reddy, M. S., Mahavidyalaya, P., & Hyderabad, K. (2016). Importance of English language in today’s world. International Journal of Academic Research, 1(3), 4 (2). http://ijar.org.in/stuff/issues/v3-i4(2)/v3-i4(2)-a021.pdf
Rellosa, H. (2015). Argumentative essay: Medium of instruction in the Philippines. https://a55arellosahana.wordpress.com/2015/04/22/argumentative-essay-the-medium-of-instruction-in-the-philippines/
Rogier, D. (2012). The effects of English-medium instruction on language proficiency of students enrolled in higher education in the UAE [Doctoral Dissertation]. https://ore.exeter.ac.uk/repository/bitstream/handle/10036/4482/RogierD.pdf?
Samson, J. F., & Collins, B. A. (2012). Preparing all teachers to meet the needs of English language learners: Applying research to policy and practice for teacher effectiveness. Center for American Progress. (ED535608). ERIC.
Shen, Y. (2013). Balancing accuracy and fluency in English classroom teaching to improve Chinese non-English majors' oral English ability. Theory and Practice in Language Studies, 3(5), 816. doi:10.4304/tpls.3.5.816-822
Sniad, T. (2016). Next-generation teachers in linguistically diverse classrooms. In M. Murphy, S. Redding, & J. Twyman (Eds.), Handbook on Personalized Learning for States, Districts, and Schools (pp. 249–261). Philadelphia, PA: Temple University, Center on Innovations in Learning. http://www.centeril.org/2016handbook/resources/cover_sniad_web.pdf
Smith, L. E. (2015). English as an international language: No room for linguistic chauvinism. Journal of English as a Lingua Franca, 4(1), 165-171. https://doi.org/10.1515/jelf-2015-0002
Smolicz, J. (2011). Core values and nation-states. In L. Wei, J. Dewaele & A. Housen (Ed.), Opportunities and Challenges of Bilingualism (pp. 69-86). Berlin, Boston: De Gruyter Mouton. https://doi.org/10.1515/9783110852004.69
Society for Neuroscience. (2010, June 3). Second language learners recall native language when reading, brain research suggests. ScienceDaily. www.sciencedaily.com/releases/2010/06/100601171848.htm
Sunio, R. P., & Alico, J. C. (2016). Language preference of student journalists in Mindanao State University-Marawi, Philippines: Reasons and attitudes. International Journal of Journalism and Communication, 1(1), 33-44. doi: 10.1164/j.ijjc.20160101.1
Tang, K. N. (2020). Challenges and importance of teaching English as a medium of instruction in Thailand International College. Journal of English as an International Language, 15(2), 97-118. (EJ1282858). ERIC.
Thompson, S. & Couper-Kuhlen, E. (2014). Language function. 158-182. doi:10.1017/CBO9781139342872.008.
Turkan, S., & Schramm-Possinger, M. (2014). Teaching content to English learners in the era of the Common Core standards. R & D Connections, 23, 1-10. https://www.ets.org/Media/Research/pdf/RD_Connections_23.pdf
Van Der Worp, K. (2017). English Medium Instruction: a way towards linguistically better prepared professionals in the Basque Autonomous Community? International Journal of Multilingualism, 14(1), 53–68. https://doi.org/10.1080/14790718.2017.1258994
Vela, J. D. (2015). Primary science teaching to Bicolano students: In Bicol, English or Filipino?. International Journal of Evaluation and Research in Education (EJ1091698). ERIC.
Vu, N. T. (2020). A case study of constructivist learning and intercultural communicative competence in English-majoring pre-service teachers. Journal of English as an International Language, 15(2), 52-76. (EJ1282856). ERIC.
Vizconde, C. J. (2006). Attitudes of student teachers towards the use of English as language of instruction for Science and Mathematics in the Philippines. Editors: Paul Robertson and Joseph Jung, The Linguistics Journal 1(3), 7. https://www.linguistics-journal.com/2006/11/08/attitudes-of-student-teachers-towards-the-use-of-english-as-language-of-instruction-for-science-and-mathematics-in-the-philippines/
Vyomakesisri, T. (2017). Challenges in learning English as a secondary language. International Journal of English and Literature, 7(6), 21-41. https://www.academia.edu/35616653/
Walter, S. L. (2011). Mother-tongue based education in developing countries: Some emerging insights. https://www.researchgate.net/profile/Stephen_Walter2/publication/267849180
Wei, L. (2017). Translanguaging as a practical theory of language. Applied Linguistics. doi: https://doi.org/10.1093/applin/amx039
Zikmund, W. G., Babin, B. J., Carr, J. C., & Griffin, M. (2013). Business research methods. Cengage Learning. http://sutlib2.sut.ac.th/sut_contents/H85111.pdf
Zlatić, L., Bjekić, D., Marinković, S., & Bojović, M. (2014). Development of teacher communication competence. Procedia-Social and Behavioral Sciences, 116, 606-610. doi: https://doi.org/10.1016/j.sbspro.2014.01.265
Downloads
Published
Issue
Section
License
Copyright (c) 2023 English as International Language Journal
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal.
