CLASSROOM LINGUISTIC PRACTICES AND THE LANGUAGE OF INSTRUCTION QUESTION IN KENYA

Examining the Difficulties of English Language Teaching in Japan: Implications for Future Assistant Language Teachers

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.

“Teach in English or retire”: linguistic, pedagogical and career consequences of English medium instruction

Exploring Teachers’ Pedagogical Practices for Enhancing English Speaking Skills in Upper Primary Classrooms in Paidha Town Council, Zombo District, Uganda

This study explored teachers’ pedagogical practices for enhancing English speaking skills among selected upper primary learners in Paidha Town Council, Zombo District. The study was motivated by a lack of research on how teachers actually use speaking methods in poor rural schools. The study was guided by Social Cognitive Theory and the Communicative Language Teaching approach. A qualitative research design was used to obtain an in-depth understanding of classroom practices and teachers’ instructional experiences. Data were collected from two selected primary schools through semi-structured interviews, classroom observations, and document analysis. The participants included eight upper primary English language teachers and two headteachers. Of these, three teachers were chosen for fourteen lesson observations to allow for a closer and more detailed examination of daily classroom interactions. The findings show that, while teachers knew about communicative practices such as group discussions, role-plays, storytelling, dialogues, and question-and-answer activities, they struggled to use them effectively in actual lessons. The main pattern in the findings revealed that teachers knew the theory but failed to use it in practice. Instead of conducting authentic speaking tasks, lessons became simple, repetitive routines in which group work was often poorly structured, role-plays were mainly conducted through textbook reading, storytelling activities were frequently reduced to copying notes, and choral responses dominated many lessons. The study also found a gap between planned learner-centred activities and actual classroom delivery. These findings suggest that teachers require more practical support in planning, managing, and assessing speaking-focused activities. By showing these classroom challenges in rural schools, this study adds to existing knowledge by indicating that knowledge of teaching methods alone is insufficient to help pupils speak well if teachers lack practical support for their specific school environments. The study concludes that improving pupils’ English-speaking skills requires the consistent use of participatory classroom practices, constructive feedback, and targeted professional development for teachers.

The Role of Instructional Media in Refining Pupils’ English Language Proficiency: A Case of Wete District in Zanzibar, Tanzania

This study examines how effective use of instructional media contributes to refining primary school pupils' English language proficiency in Wete District, Zanzibar, Tanzania. It explores how English teachers utilise instructional materials to meet learning objectives, focusing on primary levels where integrating pictures and real objects is essential for building vocabulary and communicative competence. A convergent mixed-methods design was employed, combining qualitative and quantitative data collection, presentation, and analysis, with results compared to conclude. The target population comprised primary school English teachers, teacher-college tutors, and subject inspectors. Systematic random sampling divided the district's 28 primary schools into seven groups of four, selecting the first and fourth school from each group, yielding 14 schools (50% of the total). The same technique was used to select teacher respondents, except where schools had too few English teachers, in which case purposive sampling was applied. Tutors and inspectors were purposively selected due to their limited numbers. Data were gathered through teacher interviews, non-participant observation of 14 English lessons, and interviews with tutors and inspectors. Findings show that pupils' active participation and interaction with instructional materials signalled improved language proficiency. Effective use of instructional media stimulated curiosity, engagement, and learner-centred activities, leading to measurable gains in proficiency. The study recommends regular in-service training for primary English teachers to strengthen their capacity to use instructional materials effectively as an integral part of quality teaching.

Critical Discourse Analysis of Mathematical Teaching Practices

Classroom discourses play a crucial role in shaping how learners understand mathematical concepts, particularly in multilingual South African classrooms. This qualitative study employs critical discourse analysis (CDA) to examine how the language practices, teacher–student interactions, and underlying power relations influence learning in a series of Grade 10 lessons on functions. Drawing on Fairclough’s CDA framework, the study analyzes transcripts of three consecutive lessons to explore how teacher authority, questioning patterns, and classroom norms affect learner participation. The findings show that the teacher’s dominant use of the Initiation–Response–Evaluation pattern and procedural explanations limit opportunities for learner reasoning and autonomy. Code-switching emerges as a supportive strategy for bridging linguistic gaps; however, it also reveals tensions between the language of instruction and learners’ home languages. The results indicate that current discourse practices prioritize efficiency and correctness, contributing to surface-level understanding rather than conceptual engagement. The study recommends a shift toward dialogic and learner-centered approaches that promote equitable participation and deeper mathematical thinking. By highlighting how language and power operate in everyday classroom talk, this research provides insights for improving mathematics teaching in multilingual contexts.

Omani English Teachers’ Perspectives on Implementing Communicative Language Teaching in Post-Basic Schools: A Case Study

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.