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Open access Aug 2026

Performing English, Learning Bilingually: The Institutional Promise–Practice Paradox of EMI in Bangladeshi Tertiary Education

English-medium instruction (EMI) has expanded across Bangladeshi higher education as a marker of academic quality, internationalisation, and graduate employability. Yet the institutional promotion of English does not necessarily translate into sustained English-medium classroom interaction or improved opportunities for students’ language development. This qualitative multiple-case study examines how EMI is interpreted, negotiated, and enacted across three private universities in Bangladesh. Data were generated through semi-structured interviews with six teachers of content-oriented English-department courses and 18 final-year undergraduate students, three student focus-group discussions, and three classroom observations. The dataset was analysed using reflexive thematic analysis, supported by iterative coding, memo writing, within-case analysis, and cross-case comparison. Findings indicate that EMI functioned less as a stable English-only instructional model than as a negotiated bilingual practice shaped by uneven English proficiency, time constraints, and institutional expectations. Teachers used Bangla to clarify difficult concepts, sustain interaction, and support comprehension, while students valued English for its academic and professional benefits but often experienced English-only instruction as limiting confidence, participation, and access to disciplinary knowledge. Bilingual mediation, however, rarely formed part of a systematic approach to academic-English development. The central tension therefore lies not simply in teachers’ departure from English-only instruction, but in universities’ expectation that EMI will deliver both disciplinary learning and English proficiency without adequate linguistic, pedagogical, and assessment support. Conceptualising this tension as the EMI institutional promise–practice paradox, the study argues for a linguistically responsive model that combines planned bilingual scaffolding, explicit disciplinary-language development, language-sensitive assessment, and sustained teacher support. By showing how bilingual mediation both sustains and complicates EMI, the study contributes to debates on multilingual pedagogy, linguistic equity, and institutional responsibility in multilingual higher education.

Sultana Jahan · 0 citations
Open access 2026

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.

Amal Salim Alhanashi, Paolus Sulaiman · 0 citations
Review Open access 2026

Teaching of English as a Second Language in Zambian Secondary Schools: Challenges and Suggested Solutions

The objectives of this research were to identify the challenges of teaching English as a Second Language in Zambian Secondary Schools and offer some practical suggestions for improvements. To achieve its objectives, this paper adopted a desk review approach. Data was gathered from published reports, online materials, articles, thesis and dissertations. Thereafter, it was reviewed, analyzed and synthesized so as to gain insights on challenges and solutions to ESL teaching. The findings indicated poor learner performance in national examinations, low English Language proficiency among learners, inadequate teaching and learning materials, overcrowded classrooms, limited teacher training for multilingual education, language policy implementation challenges, low learner classroom participation, low learner confidence in English, poor learner attendance to classes, limited parental support and insufficient use of communicative teaching approaches. Despite all these challenges, this research provided the following suggestions for improving ESL teaching: reflective teaching, inductions, home-school collaborations, recognizing cultural and linguistic diversity in classrooms, giving explicit leaner objectives and giving multiple specific instructional strategies. This paper recommended thorough examination of the following factors before selection and application of a given suggestion: availability of resources, time, teacher qualification, teacher experiences, teacher motivation, learner motivation and teacher-learner cultural background.

Kangombe Dickson, Phiri Juliet · 0 citations
Open access Jul 2026

TEACHING ENGLISH PRACTICES FOR ELEMENTARY SCHOOL STUDENTS IN PACITAN

This study aims to describe English language teaching practices in elementary schools in Pacitan Regency, the challenges faced by teachers, and the methods applied in teaching and learning activities. This study employed a qualitative approach with a descriptive design. The research subjects consisted of four fifth-grade English teachers from four elementary schools selected using purposive sampling. Data were collected through observation, semi-structured interviews, and documentation, and were subsequently analyzed using Creswell’s interactive analysis model. The findings of this study indicate that English language teaching practices across the schools share similarities and differences in the selection of materials, media used, strategies, and implementation methods, all of which are tailored to the students’ characteristics and the school environment. Teachers still face challenges related to their own competencies, students’ English proficiency, classroom management, and limited educational facilities. To overcome these obstacles, teachers employ various strategies, particularly Communicative Language Teaching (CLT), Inquiry-Based Learning, and Total Physical Response (TPR), which are integrated with a variety of learning activities. This study confirms that success in teaching English is influenced by teachers’ ability to adapt teaching strategies to students’ needs and school conditions.

Nadilla Emma Elsadela Elsadela, Samsul Hadi, Chusna Apriyanti · 0 citations
Open access Aug 2026

Early-Career Teachers’ Self-Reported Challenges in Implementing Content and Language Integrated Learning in Indonesian Elementary Schools

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. · 0 citations
Open access 2026

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.

Aileen N. Caballes · 0 citations