LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 15:2 February 2015
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
         N. Nadaraja Pillai, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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A Comparative Study of English Language Teaching in
English and Non-English Medium Secondary Schools/Colleges
from Grade 8 to Grade 12 in India

Sanjay N. Shende, M.A., B.Ed. NET

Abstract

A lot of research has been conducted in India and abroad on the impact of medium of instruction (MI) on academic achievement as well as learning English as a second language. But the researches reveal divided opinions on the issue. Apart from medium, there can be other factors that play significant roles in the teaching-learning process of English language. This research attempts to compare the teaching process in English and Non-English medium secondary schools and junior colleges in India from grade 8 to grade 12. It aims to find out differences in these two sets of schools regarding teaching process with variables like language of instruction, comprehension of learners, use of audio visual aids, teaching skills, proficiency of teachers, etc. To realize the objectives, a survey study was conducted with randomly selected fifty-six teachers of both medium schools. The instrument used for the study was a self-designed questionnaire face-validated by two experts having considerable experience in empirical research. The findings of the study suggest that English Medium School Teachers’ (EMST) use of English as a MI as well as for giving general instruction is more than the use of English by the Non-English Medium School Teachers (NEMST). Learners’ level of comprehension after using English is higher in English medium schools. Secondly, teaching skills as well as proficiency of EMST in English are found better than the skills of the NEMST. But there are no statistical differences between both the types of schools regarding availability and use of audio-visual aids and their idea of final objectives of teaching.

Keywords: English Language Teaching, English and Non-English Medium Schools, Teaching Process, Medium of instruction, Audio-visual aids.

Introduction

Medium of instruction for education seems to show direct or indirect nexus with the acquisition of a language and also with the overall academic achievement of learners. A host of studies conducted in India validate this issue although some of the studies show divergent results.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Sanjay N. Shende

Sanjay N. Shende, M.A., B.Ed., NET
Assistant Professor
Department of English
Shree Shivaji College
Rajura 442905
Maharashtra
India
Shendesanjay1976@gmail.com
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