Head Teachers’ Perceptions on English as a Medium of Instruction in Community Schools

Abstract

This is a study on Head Teachers’ Perceptions on English as a Medium of Instruction in Community Schools. The main objective of the study was to explore Head Teachers’ experiences on EMI in the Community Schools. Narrative inquiry was adopted as a research design. The population of this study were all the Head Teachers of the Community Schools of Kathmandu district. The sample of this study consisted of four Head Teachers of the Community Schools of Kathmandu district. Purposive non-random sampling procedure was adopted for the selection of sample population. The study was based on both the primary and secondary sources of data. The collected data were transcribed, coded and analyzed thematically. The findings of the study showed that being the lingua franca of the world, English has got supremacy everywhere. However, there are many hindrances to implement EMI; lack of proficiency in teachers, lack of teaching materials in the schools, lack of background of English in children. So, the Head teachers are conducting in-service training programmers, workshops, bridge courses. Teachers are closer to students to understand their personal problems and other problems. And here both English and Nepali languages are used as medium of instruction. I found encouragement and motivation were the essential factors for the progress of the students. Head teachers are active in schools they are leading school with good manner, their guidance and counseling are important for the students. But there was gap between perception of Head Teachers and actual practices in the classroom. It was found that all the teachers were not very much dedicated and attachable with students. Similarly to play game in the school there were not enough playing resources which are needed to healthy brain development. In the starting phase to apply EMI was not easy it’s hard to convince parents, students and teachers as well. But with changeable times parents are demanding effective implementation of EMI in the Community schools of Nepal. This thesis consists of five chapters. The first chapter deals with background of the study, statement of the problem, objectives of the study, research questions, significance of the study, delimitations of the study and operational definitions of the study. On the other hand, the second chapter deals with the review of related theoretical literature, review of the related empirical literature, implications of the study and conceptual framework. Similarly, the third chapter deals with the design of the study, population, sample and sampling strategies, sources of data (primary and secondary).Data collection procedure, data analysis procedures and ethical considerations. The fourth chapter is about the analysis and interpretation of the results and the fifth chapter consists of the findings, conclusion and recommendations. The last section of this research includes the references and appendices.