2026· International journal of research and innovation in social science· Vol 10, pp. 5852-5855· 0 citations
Abstract
English language education has been a central focus of educational reform in Japan as the country seeks to strengthen students’ communicative competence in a globalized world. Despite these reforms, many Japanese learners continue to face challenges in developing effective English communication skills. This qualitative study examines the difficulties encountered in English language teaching (ELT) in secondary schools in Kobe, Japan, and explores the implications of these challenges for future Assistant Language Teachers (ALTs). The study employed a qualitative research design using semi-structured interviews with twenty English teachers from three public secondary schools in Kobe. Data were analyzed using thematic analysis to identify recurring patterns and key instructional challenges. To strengthen the analysis, frequency counts and participant quotations were incorporated. The findings reveal that examination-oriented teaching practices continue to shape classroom instruction, with teachers prioritizing grammar and reading skills. Other challenges include limited class time, large class sizes, and varying levels of teacher confidence in conducting communicative lessons. Despite these constraints, collaboration with Assistant Language Teachers and the use of interactive strategies were identified as potential solutions. The study concludes that strengthening teacher training, integrating communicative approaches, and providing institutional support are essential to improving English language learning outcomes.
The present study investigates the effectiveness of the Content and Language Integrated
Learning (CLIL) approach in improving the methodology for developing linguistic and
communicative competence among future English language teachers. Responding to the growing
demand for language educators who possess not only advanced linguistic proficiency but also the
ability to communicate effectively across academic and professional contexts, the study explores the
pedagogical potential of CLIL in teacher education. A mixed-methods quasi-experimental research
design was employed involving 72 undergraduate students enrolled in English language teacher
education programmes. Quantitative data were collected through pre- and post-tests and structured
questionnaires, while qualitative evidence was obtained from classroom observations, semistructured interviews, and students’ reflective journals. The findings revealed that CLIL-based
instruction produced statistically significant improvements in linguistic accuracy, vocabulary
development, communicative fluency, interactional confidence, critical thinking, and
interdisciplinary communication skills compared with conventional language instruction. The
analysis further identified collaborative learning, authentic communicative tasks, reflective practice,
project-based activities, and the integration of digital educational technologies as the principal
factors facilitating competence development. The study argues that CLIL promotes meaningful
language use by integrating subject content with language learning, thereby enhancing both
academic achievement and professional readiness. It concludes that the CLIL approach represents
an effective pedagogical framework for modern English language teacher education and offers
valuable implications for curriculum design, teacher training, and educational innovation in
multilingual learning environments.
Communicative Language Teaching (CLT) has been widely promoted as an approach emphasizing communicative competence and purposeful language use. Despite its prominence in English language education, a persistent gap exists between teachers' awareness and classroom implementation of CLT principles, particularly in non-native contexts such as Oman. While previous studies have quantified teacher awareness, limited qualitative research has explored how teachers interpret and adapt CLT within their specific classroom contexts. This qualitative case study investigated how six Omani English teachers in government post-basic schools (Grades 11–12) conceptualised and interpreted CLT within their classroom contexts. Semi-structured interviews were conducted and analysed using the Codes–Categories–Themes (CO–CAT) framework to identify patterns in teachers' perspectives. Teachers associated effective implementation of CLT with supportive classroom environments that foster confidence and communication. Teachers also viewed CLT as context-dependent, influenced by learner proficiency, lesson focus, instructional time, and classroom conditions, resulting in selective and adaptive implementation practices. Teachers conceptualised CLT not simply as a collection of communicative techniques, but as a set of interconnected conditions that support classroom communication, including learner participation, authentic language use, emotional support, and contextual adaptation. The study contributes to understanding the theory–practice gap as a process of professional judgement rather than a failure of implementation. The findings may inform teacher professional development, curriculum implementation, and communicative language teaching practices in Oman and similar EFL contexts.
Amal Salim Alhanashi, Paolus Sulaiman· International journal of res...· 0 citations
This study explores the linguistic practices used in Comprehensive Schools in Kenya and examines the extent to which the official English-medium policy reflects the linguistic realities of teachers and learners. The study adopted a qualitative ethnographic design that involved classroom observations of 72 lessons from six subject areas, focus group discussions with teachers and students and document analysis in rural, peri-urban and urban public Comprehensive Schools. The results reveal a discrepancy between policy and practice: official policy requires that English be the sole language of instruction, but only 15% of observed lessons used English exclusively. Most (79%) involved deliberate switching between English and Kiswahili, with 6% using mother tongue languages. Code-switching had varied pedagogical roles: clarifying complex ideas, bridging vocabulary gaps, reducing language anxiety, emphasizing critical information, catering to different proficiency levels, and assisting in classroom management. Teachers employed three types of code-switching – inter-sentential, intra-sentential and tag switching – strategically in different subjects and contexts. The study demonstrates that code-switching is sophisticated communicative competence and culturally responsive pedagogy, not a linguistic deficiency. The findings indicate that the education language policy in Kenya needs to be reviewed to allow strategic code-switching as pedagogical scaffolding that supports rather than undermines English language acquisition, given the multilingual realities in Kenya. The study contributes to the scholarly debate on translanguaging in postcolonial African contexts and has practical implications for policy reform, teacher education and curriculum development.
Beatrice N. Manyasi· European Journal of Educatio...· 0 citations
This study examines the feasibility and pedagogical value of incorporating Global Englishes Language Teaching (GELT) into Taiwanese bilingual elementary English education, an area that remains critically underexplored despite the rapid global expansion of bilingual schooling. Focusing on a Taiwanese elementary school operating under the Bilingual 2030 policy, the study draws on semi‐structured interviews and focus group discussions to examine teachers' perceptions of bilingual teaching experiences and possibilities for integrating GELT principles into curricula. Findings reveal that bilingual education aligns well with GELT principles and serves as a catalyst for re‐shaping teachers' language ideologies. Despite institutional constraints, attachments to “native” English norms and societal expectations, participants expressed a strong willingness to adopt GELT. The study advances understanding of how GELT can be meaningfully implemented at the foundational stages of education and how bilingual education acts as a setting where language ideologies begin to take shape. The findings underscore the pivotal role of teacher professional development, successful classroom implementation of curricular innovation, teacher collaboration, and teacher agency in driving GELT‐informed curricula change. Although centered on a single school, the study contributes original evidence from an underrepresented educational context and provides timely, practice‐grounded perspectives on how bilingual education systems can support more equitable, globally oriented ELT.
English proficiency remains a critical concern in Bangladesh’s secondary education system, particularly in district-level contexts where resource constraints and pedagogical gaps are pronounced. This study examines the current level of English proficiency among secondary students in Tangail district, identifies key challenges, evaluates existing teaching practices, and explores prospects for improvement. Adopting a mixed-methods approach, data were collected from 200 students (Classes IX–X) through an English proficiency Multiple Choice Question test and a structured questionnaire, and from 20 English teachers via semi-structured interviews. Findings reveal that students exhibit moderate overall proficiency, performing relatively better in reading comprehension but showing significant weaknesses in vocabulary, grammar application, sentence construction, and especially speaking skills. Classroom practices remain predominantly examination-oriented, relying heavily on the Grammar Translation Method (GTM) with limited implementation of Communicative Language Teaching (CLT). Major challenges include insufficient vocabulary, difficulty applying grammar rules, fear of mistakes, limited speaking opportunities, large class sizes, and inadequate teaching resources. Urban students outperformed their rural counterparts across most indicators. The study concludes that without a shift from rote memorization to communicative practice, supported by enhanced teacher training, technology integration, and assessment reform, students’ communicative competence will remain limited. Practical recommendations are offered for policymakers, educators, and school authorities to foster more effective English language education in similar rural and semi-urban contexts.
Sadia Samrin Joti, M. Anis· Scholars Journal of Arts Hum...· 0 citations
Content and Language Integrated Learning (CLIL) is a pedagogical approach that aims to increase students’ subject knowledge and English proficiency simultaneously through meaningful classroom interaction. However, despite its increasing popularity in Indonesia, early-career teachers frequently encounter linguistic and pedagogical challenges that affect the quality of CLIL teaching. This study explored the self-reported experiences of 19 early-career teachers in applying CLIL in Indonesian elementary schools. All participants had completed a Medium of Instruction (EMI) elementary teacher education program at a private university in Indonesia, which provides a unique context to study how prior English exposure influences classroom practices. Data were collected using an open-ended questionnaire and were analyzed thematically with a descriptive qualitative approach. The findings suggest that although participants had adequate general English language skills and were confident in daily communication, they still struggled to use subject-specific academic vocabulary and to cope with English-language classroom instructional discourse. The teachers also found it difficult to deal with students with varying levels of English proficiency. Therefore, they used adaptive strategies, such as repetition, reformulation, and first-language (L1) use, to maintain classroom interaction and students' understanding. These findings suggest that successful CLIL implementation depends not only on general English proficiency but also on teachers’ ability to use disciplinary teaching discourse and to flexibly adapt their language to meet students’ needs. The study concludes that pre-service teacher education should go beyond developing general English fluency and provide explicit preparation in CLIL-oriented classroom discourse, subject-specific academic language, and adaptive pedagogical strategies. These findings illuminate the linguistic and pedagogical preparation that is needed by early-career teachers in CLIL classrooms and have implications for the design of teacher education programs in similar EMI and bilingual contexts. Keywords: Content-Language Integrated Learning (CLIL), Early-career Elementary Teachers, Disciplinary Academic Language, English-Medium Instruction, Teacher Preparation
Risa Fitria, Ika Kana Trisnawati, R. Estillomo et al.· Pedagogy Review· 0 citations