Success or failure of primary second/foreign language programmes in Asia: what do the data tell us?

Baldauf, Richard B.; Kaplan, Robert B.; Kamwangamalu, Nkonko M.; Bryant, Pauline

doi:10.1080/14664208.2011.609715

Cited by 56 publications

(30 citation statements)

References 28 publications

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“…Teachers perceived that oral language and vocabulary difficulties were the factors that have impacted their ways of teaching RCS in L2 RC classrooms. This finding supports the notion that there are factors that may facilitate and hinder the adoption of EMI in schools (Baldauf, et al, 2011). The issues raised within the implementation of EMI in schools were students' level of English proficiency (Hayes, 2008;Moon, 2005;Nguyen, 2011).…”

Section: Discussionsupporting

confidence: 75%

“…The English-medium instruction (EMI) in schools and tertiary institutions in non-dominant English-speaking countries (NESC) has been increasingly adopted in contemporary education systems (Baldauf, et al, 2011). English as a medium of instruction (MOI) has been introduced in primary, secondary schools and tertiary institutions in NESC such as Bangladesh, Brunei, Hong Kong, India, Indonesia, Japan, Malaysia, Maldives, Nepal, Saudi Arabia, Vietnam and Timor Leste.…”

Section: English As a Medium Of Instruction (Emi)mentioning

confidence: 99%

“…However, there are factors that may facilitate and hinder the adoption of EMI in all schools (Baldauf, et al, 2011). Some of the issues raised about EMI implementation were students' levels of English proficiency, use of resources, the curriculum, teachers' backgrounds and training, and the use of English language (e.g.…”

Section: English As a Medium Of Instruction (Emi)mentioning

confidence: 99%

“…Many countries in Asia are now moving to educational models that are delivering subject content through the medium of English (EMI); Baldauf and Kaplan (2011) state that there is consequently a need to examine how English or other second languages (SLs) or foreign languages (FLs) are used for learning and teaching in Asia. In EMI contexts the aim is that learners simultaneously learn subject content and English as a language.…”

Section: Theoretical Framework: Second Language Acquisitionmentioning

confidence: 99%

“…This demand has resulted in the emergence of English as a medium of instruction (EMI) in many education systems across the world (Jensen, et al, 2013;Coleman, 2006). For example, in Asian countries English plays a dominant role in language education policies, because governments and other societal forces such as schools, teachers and parents believe that proficiency in English is the basis of educational success (Baldauf et al, 2011). English is the dominant language of business, arts, education and culture (Tamtam et al, 2012).These claims suggests that reading in English is important in the countries where English is a second language (ESL), or a foreign language (EFL), and where English is used as a medium of instruction (EMI) in those countries' education systems.…”

Section: Introductionmentioning

confidence: 99%

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Second Language Reading Comprehension Strategies in Brunei Darussalam’s Primary Schools

Noor¹

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Considerable research has shown that the use of reading comprehension strategies (RCS) in the learning of second language (L2) has positive effects on students' reading comprehension (RC) performance. However, the development of L2 reading comprehension has been a challenge to Year 6 classes in Brunei that take place in an English as a foreign language (EFL) societal environment where both students and teachers have to achieve and work through English as a medium of instruction (EMI). In this complex environment, English reading comprehension amongst students in Brunei has been identified as an area that needs to be improved. The purpose of this study was to develop a deeper understanding of the complex relationships between the learning and teaching of RCS and the lived experience of Bruneian Year 6 students and teachers in EFL/EMI settings. This was achieved through an investigation of the facilitating or hindering factors involved in learning and teaching of RCS in L2 RC EFL/EMI classrooms, and an exploration of ways students and teachers manage EFL and EMI in the learning and teaching of RCS in L2 RC lessons. Engeström's Second Generation Activity Theory (2001) was used both as a theoretical framework and a method for analysis to generate a rich description of the complex environment in which the learning and teaching of RCS occurs.This study employed an instrumental case study using a sequential exploratory design and a mixed method approach. A total of 477 Year 6 students and 57 teachers participated in this study. In the first phase, data were collected from the students and teachers using RCS self-report surveys.This was followed by students undertaking a reading comprehension stimulation task, students' group interviews, teachers' interviews and classroom observations. Quantitative data were analysed using SPSS and thematic analysis was undertaken for the qualitative data.This study found that students and teachers were aware of the role of RCS in enhancing reading comprehension. However, the facilitating or hindering factors of EMI in EFL environment within an examination orientated education system such as students' perceived English competencies, limited instructional resources, and teacher directed pedagogical practices led to complexities in implementing RCS in the learning and teaching of L2 RC. The findings of this research provided evidence of some of the facilitators and hindrances of the learning and teaching of L2 RC, specifically the impact of EFL/EMI in the use of RCS in the bilingual classroom, and the ways students and teachers manage the learning and teaching of L2 RC within a complex system. This study further suggests that the learning and teaching of RCS in L2 RC lessons should be seen ii as complex as it is closely related to EMI policies in EFL setting within an examination orientated education system.The study adds to our understanding of RCS teaching and learning through the exploration of a context new to language learning strategies (LLS) research, that is, the use of...

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Section: Discussionsupporting

confidence: 75%

Section: English As a Medium Of Instruction (Emi)mentioning

confidence: 99%

Section: English As a Medium Of Instruction (Emi)mentioning

confidence: 99%

Section: Theoretical Framework: Second Language Acquisitionmentioning

confidence: 99%