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  • Out of many, one: challenges in teaching multilingual Kenyan primary students in English /
Tác giả CN Ching-Ni Hsieh.
Nhan đề Out of many, one: challenges in teaching multilingual Kenyan primary students in English / Ching-Ni Hsieh, Marcel Ionescu, Tsung Han Ho.
Thông tin xuất bản 2018
Mô tả vật lý p. 199-213
Tóm tắt Using a large-scale, standardised English language proficiency test (TOEFL® PrimaryTM), this study examined Kenyan primary school students’ English reading and listening proficiency and explored challenges primary school teachers face in using English as the medium of instruction (EMI) to teach their multilingual students. The test was taken by 4768 students in Standards 3–7 from 51 primary schools across the country in Kenya. Seventeen primary school teachers, representing six major geographical regions, participated in semi-structured interviews to explore their teaching challenges. Results show that, regardless of standard/grade level, the majority of the participating students were beginner-level English language users, which suggests that they may not have the language skills needed to understand classroom instruction and learn the subject matter content effectively in English. Interview findings indicate that, as they implement the EMI policy, teachers encounter five major challenges: (1) mother tongue interference, (2) students’ attitudes toward English, (3) lack of usefulness of English language in the community, (4) resource constraints and (5) diverse student backgrounds. The results have pedagogical implications for EMI implementation in similar multilingual contexts.
Đề mục chủ đề Language policy.
Thuật ngữ không kiểm soát Kenya.
Thuật ngữ không kiểm soát Language proficiency.
Thuật ngữ không kiểm soát Tiếng Anh.
Thuật ngữ không kiểm soát Young learners.
Thuật ngữ không kiểm soát English-medium-instruction.
Thuật ngữ không kiểm soát Ngôn ngữ chuyên biệt.
Thuật ngữ không kiểm soát TOEFL primary.
Tác giả(bs) CN Marcel Ionescu.
Tác giả(bs) CN Tsung Han Ho.
Nguồn trích Language, Culture and Curriculum - Volume 31, 2018 - Issue 2
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0410 |aeng
044 |aspa
1000 |aChing-Ni Hsieh.
24510|aOut of many, one: challenges in teaching multilingual Kenyan primary students in English / |cChing-Ni Hsieh, Marcel Ionescu, Tsung Han Ho.
260|c2018
30010|ap. 199-213
520 |aUsing a large-scale, standardised English language proficiency test (TOEFL® PrimaryTM), this study examined Kenyan primary school students’ English reading and listening proficiency and explored challenges primary school teachers face in using English as the medium of instruction (EMI) to teach their multilingual students. The test was taken by 4768 students in Standards 3–7 from 51 primary schools across the country in Kenya. Seventeen primary school teachers, representing six major geographical regions, participated in semi-structured interviews to explore their teaching challenges. Results show that, regardless of standard/grade level, the majority of the participating students were beginner-level English language users, which suggests that they may not have the language skills needed to understand classroom instruction and learn the subject matter content effectively in English. Interview findings indicate that, as they implement the EMI policy, teachers encounter five major challenges: (1) mother tongue interference, (2) students’ attitudes toward English, (3) lack of usefulness of English language in the community, (4) resource constraints and (5) diverse student backgrounds. The results have pedagogical implications for EMI implementation in similar multilingual contexts.
65000|aLanguage policy.
6530 |aKenya.
6530 |aLanguage proficiency.
6530 |aTiếng Anh.
6530 |aYoung learners.
6530 |aEnglish-medium-instruction.
6530 |aNgôn ngữ chuyên biệt.
6530 |aTOEFL primary.
7000 |aMarcel Ionescu.
7000 |aTsung Han Ho.
7730 |tLanguage, Culture and Curriculum |gVolume 31, 2018 - Issue 2
890|a0|b0|c0|d0

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