TEACHERS' PERSPECTIVES ON ENGLISH MEDIUM INSTRUCTION IN ILLAM DISTRICT, NEPAL

Abstract

The transition to English as Nepal's Medium of Instruction in public schools, driven by alignment with private education and parental preferences, presents challenges due to language proficiency gaps, particularly in rural and lower socioeconomic areas. This mirrors broader shifts towards multilingualism and a generational language change. This study explores teachers' perceptions of the Medium of Instruction and its impact on academic performance through qualitative approach. Six English teachers from government schools in Illam district, were interviewed, and data was analyzed using Framework Analysis to identify key themes. Findings emphasize the importance of adapting instruction to accommodate linguistic diversity, despite government mandates for English. Effective use of technology and diverse teaching materials enhances engagement and learning outcomes. Teachers play a vital role in promoting inclusivity and peer learning, leveraging students' linguistic abilities. Allowing expression in familiar languages improves comprehension and engagement, necessitating flexible and inclusive educational practices. Adapting instruction to accommodate linguistic diversity, utilizing varied teaching materials and technology, and implementing English as the mandated medium fosters inclusive, engaging, and effective learning environments, promoting motivation and lifelong learning.