Teacher-level and context-level barriers to using English as a medium of instruction: A systematic review
A systematic review of literature regarding the factors that hinders or challenges preschool teachers’ use of the English language in formal preschool classrooms was undertaken initially in order to summarize the findings of research between 1991 and 2016. Research suggest...
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Universiti Pendidikan Sultan Idris
2020-12-01
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Series: | Journal of Research, Policy & Practice of Teachers & Teacher Education |
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doaj-15d2ed6972bf4b1bbc6467b5393cc8b02021-06-20T02:17:11ZengUniversiti Pendidikan Sultan IdrisJournal of Research, Policy & Practice of Teachers & Teacher Education2232-04582550-17712020-12-011027798https://doi.org/10.37134/jrpptte.vol10.2.6.2020Teacher-level and context-level barriers to using English as a medium of instruction: A systematic reviewChee Luen Loy0Norwaliza Abdul-Wahab 1Universiti Pendidikan Sultan Idris, MalaysiaUniversiti Pendidikan Sultan Idris, MalaysiaA systematic review of literature regarding the factors that hinders or challenges preschool teachers’ use of the English language in formal preschool classrooms was undertaken initially in order to summarize the findings of research between 1991 and 2016. Research suggested that various important teacher and context level barriers were barriers. Large number of literature reported preschools teachers’ lack of confidence in using the language as theprevalent barrier, followed by lower than expected proficiency level. The literature alluded to an association between these two teacher barriers. Other teacher context included inability to differentiate instruction to meet the needs of all learners whenEnglish was solely used, deficient attitudes and beliefs about the importance of the language thus creating an inherent resistance to use the language in the classroom, and stress related workplace due to overzealous administrators. Context level barriersincluded time constraints, classroom environment (example, lack of access to resources, large classroom sizes, and lack of parental encouragement towards the use of English), and lack of administrativesupport.https://ejournal.upsi.edu.my/index.php/JRPPTTE/article/view/4351/2692 |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Chee Luen Loy Norwaliza Abdul-Wahab |
spellingShingle |
Chee Luen Loy Norwaliza Abdul-Wahab Teacher-level and context-level barriers to using English as a medium of instruction: A systematic review Journal of Research, Policy & Practice of Teachers & Teacher Education |
author_facet |
Chee Luen Loy Norwaliza Abdul-Wahab |
author_sort |
Chee Luen Loy |
title |
Teacher-level and context-level barriers to using English as a medium of instruction: A systematic review |
title_short |
Teacher-level and context-level barriers to using English as a medium of instruction: A systematic review |
title_full |
Teacher-level and context-level barriers to using English as a medium of instruction: A systematic review |
title_fullStr |
Teacher-level and context-level barriers to using English as a medium of instruction: A systematic review |
title_full_unstemmed |
Teacher-level and context-level barriers to using English as a medium of instruction: A systematic review |
title_sort |
teacher-level and context-level barriers to using english as a medium of instruction: a systematic review |
publisher |
Universiti Pendidikan Sultan Idris |
series |
Journal of Research, Policy & Practice of Teachers & Teacher Education |
issn |
2232-0458 2550-1771 |
publishDate |
2020-12-01 |
description |
A systematic review of literature regarding the factors that hinders or challenges preschool teachers’ use of the English language in formal preschool classrooms was undertaken initially in order to summarize the findings of research between 1991 and 2016. Research suggested that various important teacher and context level barriers were barriers. Large number of literature reported preschools teachers’ lack of confidence in using the language as theprevalent barrier, followed by lower than expected proficiency level. The literature alluded to an association between these two teacher barriers. Other teacher context included inability to differentiate instruction to meet the needs of all learners whenEnglish was solely used, deficient attitudes and beliefs about the importance of the language thus creating an inherent resistance to use the language in the classroom, and stress related workplace due to overzealous administrators. Context level barriersincluded time constraints, classroom environment (example, lack of access to resources, large classroom sizes, and lack of parental encouragement towards the use of English), and lack of administrativesupport. |
url |
https://ejournal.upsi.edu.my/index.php/JRPPTTE/article/view/4351/2692 |
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AT cheeluenloy teacherlevelandcontextlevelbarrierstousingenglishasamediumofinstructionasystematicreview AT norwalizaabdulwahab teacherlevelandcontextlevelbarrierstousingenglishasamediumofinstructionasystematicreview |
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