The objectives of this research firstly is to assess and establish the guidelines in respect of the medium of instruction as a determinant of the forms of the educational system in South Africa. Subsequently, the researcher wishes to establish the precise policy in respect of the instructional medium in South Africa. Thirdly, the researcher wishes to establish which languages are preferred as instructional media by South African learners, and why. Finally, the researchers wishes to establish the learners' approach and attitude in respect of a particular instructional medium. The research method followed, focuses in the first place on an extensive literature study to primarily establish the guidelines in respect of the instructional medium as a determinant of the educational system, as well as to acquire information in respect of the instructional medium in South Africa. In addition, empirical research was done to determine which languages are preferred in practice by learners as media of instruction, and why attempts at assessing attitudes in respect of a specific instructional media were also made. By using a questionnaire as measuring instrument, quantitative research was done in respect of 28 % of the grade eleven learners in Vanderbijlpark. Qualitative research was also done by way of personal interviews using a structured questionnaire with the aid of teachers. The findings briefly indicate that the Afrikaans -speaking learners in South Africa realize the value of mother tongue instruction, consequently also then preferring it as the instructional medium. Both English -speaking and African language users in South Africa prefer English as a medium of instruction as they believe their entrance into the job market will then be assured. Only a small percentage of users of African languages prefer their mother tongue as instructional language. The literature study revealed that mother tongue instruction is indispensable in respect of academic performance. Learners perform better academically should they for a period receive instruction in their mother tongue, even should it be up to the fourth grade when basic skills such as reading, writing and arithmetic are acquired. It was finally established, that South African legislation indeed provides for mother tongue instruction for all, but that the policy is not applied in practice. It is the considered opinion of the researcher that mother tongue instruction in South Africa is a treasure to be cherished and preserved by both Afrikaans and English speaking learners, also that it should be extended to users of African languages, as only mother tongue instruction for all in South Africa would indeed mean real equal educational opportunities. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

The objectives of this research firstly is to assess and establish the guidelines in respect of the medium of instruction as a determinant of the forms of the educational system in South Africa. Subsequently, the researcher wishes to establish the precise policy in respect of the instructional medium in South Africa. Thirdly, the researcher wishes to establish which languages are preferred as instructional media by South African learners, and why. Finally, the researchers wishes to establish the learners' approach and attitude in respect of a particular instructional medium. The research method followed, focuses in the first place on an extensive literature study to primarily establish the guidelines in respect of the instructional medium as a determinant of the educational system, as well as to acquire information in respect of the instructional medium in South Africa. In addition, empirical research was done to determine which languages are preferred in practice by learners as media of instruction, and why attempts at assessing attitudes in respect of a specific instructional media were also made. By using a questionnaire as measuring instrument, quantitative research was done in respect of 28 % of the grade eleven learners in Vanderbijlpark. Qualitative research was also done by way of personal interviews using a structured questionnaire with the aid of teachers. The findings briefly indicate that the Afrikaans -speaking learners in South Africa realize the value of mother tongue instruction, consequently also then preferring it as the instructional medium. Both English -speaking and African language users in South Africa prefer English as a medium of instruction as they believe their entrance into the job market will then be assured. Only a small percentage of users of African languages prefer their mother tongue as instructional language. The literature study revealed that mother tongue instruction is indispensable in respect of academic performance. Learners perform better academically should they for a period receive instruction in their mother tongue, even should it be up to the fourth grade when basic skills such as reading, writing and arithmetic are acquired. It was finally established, that South African legislation indeed provides for mother tongue instruction for all, but that the policy is not applied in practice. It is the considered opinion of the researcher that mother tongue instruction in South Africa is a treasure to be cherished and preserved by both Afrikaans and English speaking learners, also that it should be extended to users of African languages, as only mother tongue instruction for all in South Africa would indeed mean real equal educational opportunities. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

This thesis explores EMI students’ perspective on the role of the English language, multilingualism and language proficiency focusing on EMI students at five different schools in the UAE and Sweden. In order to explore the students’ perspectives a survey was conducted using a questionnaire that was distributed via e-mails. Overall the results demonstrate that a clear majority of the 94 informants have a positive attitude towards attending EMI schools and multilingualism. 20 different languages are reported as first language or languages used in different contexts. Even so, English is undoubtedly the language most of the students declare as their strongest language- Also, English proficiency is regarded to be significant for future undertakings such as university studies and employment locally and internationally.

For the past few years, Namibian grade 11-12 learners’ achievement level in biology has not been very encouraging. Evidence to this effect is contained in recent examiners’ reports which outline misunderstanding and various misconceptions. The causes of these misunderstandings and misconceptions may be varied, but there is credible evidence that some of it is rooted in the language problem for learners. A classroom is a social unit where many social practices are acquired, including the use of English language. Equally, it is a place where errors in language are learnt and reinforced. Triggered by these challenges facing biology learners, a qualitative case study was conducted at two secondary schools in Ohangwena Region, Namibia. Its purpose was to investigate how biology teachers scaffold learners to make sense of biological language and concepts when English is used as the mediational tool. Underpinned by an interpretivist paradigm, the study made use of document analysis, observation (lessons were also video-taped) and interviews to generate the data. Several data generating techniques were used for triangulation and validation. To further validate the data, transcripts of video-taped lessons and interviews were sent back to the research participants for member checking. The data gathering methods were also used in data presentation, analysis and interpretation to determine the extent of scaffold that teachers provide to their biology learners. The main findings of my study are that, despite efforts by participant teachers to scaffold their learners in making sense of biological language and concepts, success rates in this regard remain disappointingly low due to their (teachers) limited pedagogical content knowledge. Teachers therefore require improved mentorship, monitoring and capacity building.

This case study investigates teachers’ and students’ perceptions about engaging with the disciplinary and linguistic demands of a new Italian law programme, launched for the first time in academic year 2006-2007, taught entirely in English in an Italian university. The study examines students’ and teachers’ perceptions as they engage with teaching and learning law in English. This is a timely international higher education case study, given present policy initiatives in the European Union (EU) towards upgrading language education in the region, and in parallel, raising Europeans’ language mastery and skills from monolingual to plurilingual status by promoting and improving the conditions for the learning of at least two additional foreign languages other than the mother tongue for all citizens. The case study is far-reaching in that the present need for cutting-edge methodology in the EU calls for renewed ways of articulating the curriculum to teach subjects and foreign languages. This study compares two new but very different pedagogical models, English as medium of instruction (EMI), the design adopted for teaching law in English at the Italian law programme, and Content and Language Integrated Learning (CLIL), a rival methodology which consists in the ‘integration’ of language and learning subjects within a single curriculum. Based on the data submitted, the study questions the assumption that teaching a subject in a foreign language at university automatically results in language learning. Given the nature and degree of complexity of the subjects taught in the courses researched, in satisfying the university requirements for high quality teaching and learning to achieve ‘high quality’ learning for all, there are certain conditions which impact the learning process (e.g., teaching approaches and styles, level and use of English by teachers and students, intercultural preparedness of students to work together). The study confidently predicts that without these pre-set design conditions, the type of teaching and learning methodology implemented in the programme examined, generalizable to other programmes, is destined to perpetuate poor quality delivery and unfulfilled educational goals.

This thesis explores students’ views concerning the current English as medium of instruction (EMI) policy at Kuwait’s two public higher education institutions, Kuwait University (KU) and the Public Authority for Applied Education and Training (PAAET). In line with the exploratory nature of this study, an interpretivist and social constructivist epistemological stance was implemented to elicit and analyse students’ views and gain their insights on the current situation. The study employed a sequential mixed method design using quantitative (questionnaire) and qualitative (focus groups, semi-structured interviews and semi-structured observations) methods to present a holistic picture. The number of the participants were 12 for the focus groups, 100 for the questionnaire, 11 for the in-depth interviews and 10 teaching sessions were observed. Descriptive statistics were calculated for the quantitative strand data and thematic analysis was used for the qualitative data. The study revealed that although most participants preferred to learn through English, the current EMI policy raised many concerns. These related to students having to endure an ‘extra burden’ and the additional effort needed to study a subject being taught in a language that was not their mother tongue. The students expressed the view that this resulted in them being unable to gain a deep knowledge of the subject and not attain high grades which then affected their career prospects. These issues arose due to the students not being sufficiently competent in the use of English at the high level expected for degree level work. Students also expressed concerns relating to EMI policy effects on Arab identity and on the use of Arabic as a language of science and academia. Students would prefer a policy that promoted the use of both Arabic and English in their courses which would enable them to benefit from developing their understanding of both languages. The thesis concludes by presenting a recommendation to modify the medium of instruction policy such that it incorporates both English and Arabic. These recommendations have implications for policymakers, teachers and students.

This exploratory, interpretive study investigates the attitudes towards and experiences of English-medium instruction (EMI) within higher education (HE) on the part of female students completing an intensive foundation programme at a major federal tertiary institution in the United Arab Emirates (UAE). Two data collection procedures were employed in this study, a 21-item questionnaire, and in-depth, face-to-face, semi-structured interviews. Content analysis was performed on transcriptions of the latter, a procedure which gave rise to recurring, emergent themes. Such themes included the belief expressed by some participants that having the second language (L2) of English as the medium of instruction (MI) can act as a barrier to learning, and that it would be preferable to study in their first language (L1) of Arabic. Additionally, it was found that some students believed their secondary school education had failed to afford them adequate preparation for EMI HE, a disturbing finding given that the government of the UAE appears to have stated a desire to achieve universal HE for females, whilst also signalling its intention to eliminate university-based foundation programmes. In addition to such academic-related findings, it emerged that there exists significant ambivalence towards the place and standing of English in contemporary Emirati society, with a recurring theme being that whilst knowledge of and proficiency in English is required for the globalised economy, and thus for the future of the country, the pervasive spread of the English language in the UAE poses a threat not only to Arabic, but also to the religious identity and cultural integrity of the indigenous Emirati population. The findings of this study lead to the recommendation that the UAE implement a paradigmatic shift in its language policy within federally-sponsored HE by reverting to Arabic as the primary MI, with English as a foreign language (EFL) or English as a second language (ESL) as a subject replacing EMI.

Emirati students studying at the University of the Emirates, one of three major public institutions of higher learning in the United Arab Emirates (UAE), have a wide demographic of faculty members teaching them an equally wide variety of courses. All of these courses are mandated to be taught in English. These faculty members bring with them their own cultural assumptions, methods, expectations, educational practices and use of language. While previous studies in multiculturalism explore how faculty members engage, know and understand a multicultural student population, one focus of this thesis is to explore how an international faculty affects a monocultural student body (Brown-Glaude, 2009). Speaking specifically to the students who study in a second language, Badger & MacDonald (2007) argue that there is a difference of culture between learners and educators and acknowledgement of that difference is crucial in understanding students’ needs and academic progress. Often what occurs in the classroom is the students bring with them their own cultural assumptions, ideas, tendencies and expectations while the teacher comes in with what may be completely differing sets of each. This idea is noted by Mughan (1998) who states “In order for language learners to apply the language skills fruitfully and effectively, a knowledge of the cultural environment is essential” (p.124). The aim of the research is to shed light on the effects that an international faculty have on a monocultural student body and vice versa. Specifically, it will look at how divergent attitudes and practices, directly attributable to culture, impact the educational practices in the daily operations of the faculty members and the students. Through this research, I seek to better understand the how the dynamic of having an international teaching faculty differs from what one might call a more traditional cultural education setting in which both the faculty members and students are of the same national culture. The research questions address three themes. First explored are the benefits and pitfalls of having an international faculty with a monocultural student population. Included in this are perceptions of the necessity for such an international faculty, what advantages it offers to students as well what real and potential problems it creates. Secondly, the perceived levels and development of intercultural competence in both faculty members and students is looked at. I examined the perceptions of my participants as to the need for this as well as including why and how this skill set is so important within such an international education environment. Additionally explored was how the significance of that skill set might differ from an educational setting which is not so diverse in culture. Lastly, I wished to have a better understanding of the differences of ontology and epistemology at the University of the Emirates between the international teaching faculty members and their students. Considering the wide spectrum of worldviews that may exist from faculty member to faculty member and how these worldviews may differ from Emirati culture, I felt the practices and operations of such diversity warranted further discussion and exploration. Data were collected via structured interviews with faculty participants and focus groups with student participants. Data were then coded using NVIVO and analyzed through the lens of the literature on multiculturalism in education, development and measurement of intercultural competence and the sociological issues in the contemporary UAE. Findings suggest experience and time served in a multicultural environment remain significant factors in the development of one’s intercultural competence and this should be recognized and better utilized. Also questioned by myself and the participants is the readiness of the UAE as a country and a people for such multiculturalism considering the expedited development and diversity of the current demographics. Results suggest that there is a variance in attitudes regarding the need for multiculturalism in the context of the UAE. Contentions are made regarding the perceived necessity and effectiveness of several aspects of multiculturalism in teaching faculty, as well as the effectiveness or lack thereof of the institution’s preparation of newly-arrived teaching faculty and new students for the cultural diversity they will encounter while teaching and learning at the U of E and in Dubai. The honed-skill of intercultural competence serves as an influential factor throughout the research. Findings presented exemplify how and why it serves as a central skill set to have not only as a globalized member of an international teaching faculty but how and why it is a significant skill fresh graduates must develop during their undergraduate careers at the U of E. Further implications are presented regarding the missed opportunity by the institution to prepare both newly-arrived teaching faculty and students alike for the multicultural education they are to encounter. Aspects of such a multicultural approach include the rationale for having it as well as the mandate of English as a medium of instruction. Examples such as these and others are explored from multiple viewpoints. Additionally, the content which orientation programs include need to be revisited and scrutinized by the institution. The growing field of international education and the implications that effectiveness or ineffectiveness of employment of an international teaching faculty serve as exigencies as to why this research is pertinent to modern education systems. All parties involved, being an international teaching faculty, any student who encounters multiculturalism in education and any administration that employs such multiculturalism in education are stakeholders for whom such findings are relevant.

In South Africa, the medium-of-instruction (MOI) debate has continued to demand the attention of educators and academics, particularly after the promulgation of the 1997 multilingual language-in-education (LIE) policy and the introduction of the OBE-NCS curriculum in the schools. Using a survey questionnaire, classroom observations and focused interviews, this study aims at establishing how teachers in selected urban and rural high schools in the Mthatha District understand, interpret and implement MOI policies within their practice. It also seeks to establish reasons for implementing the MOI policies in the ways they do. The study utilizes Phillipson’s English Linguistic Imperialism Theory, Brock-Utne’s Qualification Analysis, and Vygotsky’s Social Constructivism to explain the findings. The main findings of the study are that MOI policies are not implemented uniformly in urban and rural contexts or within each context. Learner linguistic profiles, mismatch between a teacher’s home language (HL) and that of his/her learners, the subject being offered, the need to promote understanding of content, teachers’ understandings, misconceptions and beliefs about the role of language in education: all these were found to be factors which may influence a teacher’s language choice during lesson delivery. Generally, teachers endorse the use of English as a language of learning and teaching (LOLT) at high school, together with the learners’ HL. Although some teachers believe that they use English mainly for teaching, indigenous languages are also used extensively, especially in rural and township schools; code-switching, code-mixing, translation, repetition, and township lingo all make the curriculum more accessible to learners. The anomaly is that assessments are conducted only in English, even in contexts in which teaching has been mainly in code-switching mode. An English-only policy was employed in the following situations: in a desegregated urban school; in a rural high school where there was a mismatch between the teacher’s HL and that of his learners; and also in a rural high school where English was offered as a subject. The most cited reasons for using English only as an LOLT were: school language policy, teachers seeing themselves as language role models, the use of English as a LOLT at tertiary level, and past teacher training experiences. The study concludes that the major factors influencing school language policies in a multilingual country such as South Africa are the school context and the teacher and learner profiles. In addition, teaching and assessing learners in languages with which they are familiar, as well as using interactive teaching strategies, would develop learner proficiency, adaptability and creative qualifications, resulting in an improved quality of education. / Thesis (PhD)--University of Pretoria, 2011. / Education Management and Policy Studies / unrestricted

Research has shown that goal orientation has a direct relationship with academic achievement for students. This relationship varies for South African students from different backgrounds. This mini dissertation investigated the relationship between academic achievement and goal orientation but moreover explored the mediating variables at play in this relationship. A quantitative correlational research study was employed with a sample size of 545 South African students ranging in age from 18 to 48 with a mean of 20.77 (SD = 2.94). Students completed an online survey, through Qualtrics. T tests yielded results suggesting that there was a significant difference (p = <.05) in the performance avoidance scores for historically advantaged students (M = 7.24, SD = 2.03) and historically disadvantaged students (M= 7.83, SD = 2.15), suggesting that historically disadvantaged students are more performance avoidant compared to historical advantaged students. Two way between groups ANOVA showed that the historical advantaged students (M = 65.39, SD= 14.30) scored higher academically compared to the historical disadvantaged students (M=54.42, SD=15.17). Structural equation modelling (SEM) produced results showing that Goal achievement (GAQ) related positively, with a large direct, significance effect with Culture (R^2=0.0, ᵝ = 0.71, C.R.= 4.91, p<.001), proposing that students who are individualistic (or traditional) perform better academically. / Mini Dissertation (MA)--University of Pretoria, 2016. / Psychology / MA / Unrestricted