The Preparedness of Primary-level Teachers in Public Schools for English Medium Instruction.

Abstract

This dissertation investigates the perceptions and preparedness of primary-level public school teachers in Nepal regarding English Medium Instruction (EMI). With the national policy shift towards EMI, this study explores teachers' complexities and challenges in adopting this instructional approach. The research aims to comprehensively understand teachers' perspectives on EMI, focusing on their readiness and the practical implications of implementing EMI in public schools. By exploring the lived experiences of these educators, the study sheds light on the gap between policy directives and classroom realities. Using a qualitative narrative inquiry methodology, the research gathers detailed personal narratives from primary-level teachers in 2 public schools. These narratives reveal teachers' diverse experiences and challenges, such as language proficiency issues, lack of resources, and inadequate training. The findings indicate that while teachers recognise the potential benefits of EMI for improving students' English proficiency, they also express concerns about their readiness and feasibility of effectively teaching subjects in English. The study underscores the crucial role of providing comprehensive support and training to teachers for the successful implementation of EMI. It highlights the necessity for a robust policy framework that considers the local context and teachers existing capabilities. The research proposes that teacher training programs should concentrate on language proficiency and pedagogical strategies tailored to EMI. Moreover, it accentuates the significance of ongoing professional development and resource allocation in bolstering teachers' confidence and competence in using English as a medium of instruction. This dissertation significantly contributes to the expanding knowledge of EMI in Nepal and provides valuable insights for policymakers, educators, and stakeholders involved in educational reform. The study advocates for a more inclusive and supportive approach to EMI implementation, ensuring that teachers are adequately prepared to face the challenges and take advantage of the opportunities presented by this instructional change. The recommendations are intended to guide future strategies and policies, ultimately fostering a positive transformation in the quality of English language education in Nepali public schools.