Stakeholders’ Perceptions Related to Transition from Mother Tongue to English Medium of Instruction

Abstract

This study explored the perceptions and practices surrounding the transition to English medium of instruction and identified differences in practices related to the grade level at which transition was made across all regions in Ethiopia. The study adopted mixed design. In-depth interviews were conducted with selected regional council staff and Regional State Education Bureau experts, Colleges of Teacher Education staff, heads of Parent-Teacher-Student Association, principals, and cluster supervisors. Questionnaire was administered to mother-tongue language teachers and parents. Classroom observations were also conducted with non-language teachers who were supposed to use English as medium of instruction. The findings revealed that there is regional difference in terms of transition from the use of mother-tongue language to English as medium of instruction and most of the study participants lack information about the way the decision was made and who made the decision. However, the study uncovered that the decisions to transition to English as medium of instruction were not in contradiction with the country’s Education and Training Policy. Besides, the decisions did not consider prerequisite factors and were not based on empirical evidences. Rather, the decisions were the result of a spontaneous and impulsive response to the dissatisfaction of parents and other members of the community about the quality of education. There is strong need among the respondents for early transition. More parents than teachers perceived the effects of early transition to English as medium of instruction favorably and believed that transition to English as medium of instruction in earlier grades is the best option.