Pedagogical Instruction in English in a Multilingual University in Botswana: Challenges, Opportunities and Strategic Interventions
Keywords:
English as a medium of instruction; challenges; tertiary education; multicultural; multilingualAbstract
English is a medium of instruction in many higher education institutions worldwide. Within the context of Botswana, the national language-in-education policy mandates the use of English as the medium of instruction (EMI) in tertiary education. Extant research has addressed various challenges associated with EMI in diverse settings. However, there remains a notable paucity of scholarly inquiry specifically examining its implementation and impact within Botswana’s higher institutions of learning. This study aims to critically investigate the challenges and opportunities associated with EMI implementation at the University of Botswana. The study then proposes strategic interventions for students experiencing linguistic and pedagogical difficulties. Employing a descriptive survey research design, data were collected through structured questionnaires administered to 220 first-year undergraduate students. Participants were selected via stratified random sampling to ensure representativeness. Complementary qualitative data were obtained through focus group discussions with conveniently sampled students, providing deeper insights into EMI pedagogical experiences. The Linguistic Human Rights Theory by Skutnabb-Kangas was applied to guide the assessment of principles related to linguistic inclusion and equity in higher education. The findings reveal that some students encounter challenges that are primarily linguistic and psychological in nature. The study further reveals that challenges may be influenced by sociocultural and instructional dynamics. Despite the challenges, participants highlighted several opportunities that EMI presents, the most prominent being that it opens doors to employment and access to higher education globally. The study recommends the establishment of a language centre within the University of Botswana to support students with linguistic hurdles, thereby enhancing their language proficiency and enabling them to remain competitive in the globalised academic and professional landscape.
https://doi.org/10.26803/ijlter.24.9.46
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