English/ TEFL

Recently, the use of language learners' mother tongue, code-switching, alongside English in EFL classrooms has received considerable attention. The main objective of this study was to explore EFL teachers' attitudes, reasons and beliefs about the functions of using Amharic in their classroom in Bahir Dar secondary schools. Moreover, gender preferences were investigated. To this end , a systematic quantitative and qualitative survey were made using a comprehensive questionnaire in which the questions were adapted from Jinxia (2010) and Teacher Talk Survey taken from Warford and Rose (2003) with little modifications. The inquiry was carried out among 30 (11 female and 19 male) sample teachers in two secondary schools. The overall results of the survey revealed that the majority of female and male EFL teachers in the study claimed to use more than 90% English and highlighted a minimum use of Amharic (5-10%) in their classrooms. In relation to teachers' attitudes towards L1 use, the majority of male EFL teachers had negative attitudes towards L1 use and its benefits whereas the majority of female teachers had positive attitudes towards using Amharic, and they acknowledged the advantages of Amharic in their classrooms. Concerning the patterns of code-switching, majority of female teachers claimed that they frequently applied intra-sentential type of code-switching consciously in their classrooms; on the other hand, the unconscious application of inter-sentential code-switching turned out to be more salient among male EFL teachers. A qualitative inquiry on the reasons that influenced EFL teachers to switch their code to Amharic revealed that teachers' low language competence, students' weakness to comprehend English, teachers' interest to maintain intimacy with students and L1 role on decreasing students' anxiety as main factors. Finally, the results on the functions of teachers' code-switching to L1 in EFL classrooms disclosed that the majority of male EFL teachers preferred to use Amharic for 'secondary acquisition' and for 'maintaining discipline' macro functions in their classrooms; on the other hand, the majority of female teachers preferred to use Amharic for 'rapport building/ socializing' macro function, and for defining new vocabulary and explaining grammar sub functions in their classrooms. To sum up, in Ethiopian EFL context, classroom code-switching should be conducted on the basis of maximal use of the target language, and the L1 can only be judiciously employed to serve difficult and abstruse subject matters .Thus, this situation really calls for an urgent need to devise standards and formal guidelines for using the MT (Mother Tongue) in foreign language classrooms by Ministries of Education and policy-makers.

Abstract: This study explores the practice of Code Switching (CS) in Ethiopian EFL classrooms. To this end, two EFL teachers were observed and audio-recorded for 6 sessions (3 sessions for each). Responding to the extent and types of CS used in the EFL classrooms, the analysis of the classroom interaction transcripts revealed that the use of CS was prevalent, and it was recognized that the participant EFL teachers practiced CS based on the learners’ grade levels. Regarding the extent of L1 use in EFL classes, word count was used as a unit of analysis, and from the total teachers’ language use,  the average percentage of L1 use at the elementary school level was 31.9%; on the other hand, there was 17% L1 use at the secondary school level. Similarly, four patterns or types of CS were used during the observation in both grade levels: Intra-sentential, inter-sentential, extra-sentential (tag) and intra word CS. Among these, intra-sentential CS was used more frequently (53%) from the tot...

Originally developed by James Asher, an American professor of psychology, in the 1960s, Total Physical Response (TPR) is based on the theory that the memory is enhanced through association with physical movement. It is also closely associated with theories of mother tongue language acquisition in very young children, where they respond physically to parental commands, such as "Pick it up" and "Put it down". TPR as an approach to teaching a second language is based, first and foremost, on listening and this is linked to physical actions which are designed to reinforce comprehension of particular basic items. A typical TPR activity might contain instructions such as "Walk to the door", "Open the door", "Sit down" and "Give Maria your dictionary". The students are required to carry out the instructions by physically performing the activities. Given a supportive classroom environment, there is little doubt that such activities can be both motivating and fun, and it is also likely that with even a fairly limited amount of repetition basic instructions such as these could be assimilated by the learners, even if they were unable to reproduce them accurately themselves. The above examples, however, also illustrate some of the potential weaknesses inherent in the approach. Firstly, from a purely practical point of view, it is highly unlikely that even the most skilled and inventive teacher could sustain a lesson stage involving commands and physical responses for more than a few minutes before the activity became repetitious for the learners, although the use of situational role-play could provide a range of contexts for practising a wider range of lexis. Secondly, it is fairly difficult to give instructions without using imperatives, so the language input is basically restricted to this single form. Thirdly, it is quite difficult to see how this approach could extend beyond beginner level. Fourthly, the relevance of some of the language used in TPR activities to real-world learner needs is questionable. Finally, moving from the listening and responding stage to oral production might be workable in a small group of learners but it would appear to be problematic when applied to a class of 30 students, for example. In defence of the approach, however, it should be emphasized that it was never intended by its early proponents that it should extend beyond beginner level. (In theory it might be possible to develop it by making the instructions lexically more complex (for example, "Pick up the toothpaste and unscrew the cap"), but this does seem to be stretching the point somewhat). In addition, a course designed around TPR principles would not be expected to follow a TPR syllabus exclusively, and Asher himself suggested that TPR should be used in association with other methods and techniques. In terms of the theoretical basis of the approach, the idea of listening preceding production and learners only being required to speak when they are ready to do so closely resembles elements of Stephen Krashen's Natural Approach. Short TPR activities, used judiciously and integrated with other activities can be both highly motivating and linguistically purposeful. Careful choice of useful and communicative language at beginner level can make TPR activities entirely valid. Many learners respond well to kinesthetic activities and they can genuinely serve as a memory aid. A lot of classroom warmers and games are based, consciously or unconsciously, on TPR principles. As with other "fringe" methods, however, wholesale adoption of this approach, to the total exclusion of any other, would probably not be sustainable for very long.

The general purpose of this study was to identify some socio-cultural factors that affect female students' College education, and then to indicate intercultural educational issues in line with young female students' College education in Oromia by taking JCTE as the case study area. The study was a mixed approach investigation which involves index of qualitative variation that measure the dispersion of quantitative way that are available at nominal level variable through triangulating with qualitative inquires. The investigation of this qualitative approach was using purposive sampling through which case studies, personal observation, FGD and semi-structured interview was employed. The information gathered was organized and analyzed using tabulations showing both percentages and index of quantitative variations. The quotation of field narrations were also included. The result indicated that the major barriers to female students' college education in classroom participation of formal education were both the cultural and traditional values and their prospects for educational opportunities. Traditional beliefs, practices and proverbs perpetuate gender imbalance in terms of educational achievements and classroom performance.

The general purpose of this study was to identify some socio-cultural factors that affect female students' College education, and then to indicate intercultural educational issues in line with young female students' College education in Oromia by taking JCTE as the case study area. The study was a mixed approach investigation which involves index of qualitative variation that measure the dispersion of quantitative way that are available at nominal level variable through triangulating with qualitative inquires. The investigation of this qualitative approach was using purposive sampling through which case studies, personal observation, FGD and semi-structured interview was employed. The information gathered was organized and analyzed using tabulations showing both percentages and index of quantitative variations. The quotation of field narrations were also included. The result indicated that the major barriers to female students' college education in classroom participation of formal education were both the cultural and traditional values and their prospects for educational opportunities. Traditional beliefs, practices and proverbs perpetuate gender imbalance in terms of educational achievements and classroom performance.

The general purpose of this study was to identify some socio-cultural factors that affect female students' College education, and then to indicate intercultural educational issues in line with young female students' College education in Oromia by taking JCTE as the case study area. The study was a mixed approach investigation which involves index of qualitative variation that measure the dispersion of quantitative way that are available at nominal level variable through triangulating with qualitative inquires. The investigation of this qualitative approach was using purposive sampling through which case studies, personal observation, FGD and semi-structured interview was employed. The information gathered was organized and analyzed using tabulations showing both percentages and index of quantitative variations. The quotation of field narrations were also included. The result indicated that the major barriers to female students' college education in classroom participation of formal education were both the cultural and traditional values and their prospects for educational opportunities. Traditional beliefs, practices and proverbs perpetuate gender imbalance in terms of educational achievements and classroom performance.

The general purpose of this study was to identify some socio-cultural factors that affect female students’ College education, and then to indicate intercultural educational issues in line with young female students’ College education in Oromia by taking JCTE as the case study area. The study was a mixed approach investigation which involves index of qualitative variation that measure the dispersion of quantitative way that are available at nominal level variable through triangulating with qualitative inquires. The investigation of this qualitative approach was using purposive sampling through which case studies, personal observation, FGD and semi-structured interview was employed. The information gathered was organized and analyzed using tabulations showing both percentages and index of quantitative variations. The quotation of field narrations were also included. The result indicated that the major barriers to female students’ college education in classroom participation of f...

This study, rooted in linguistic anthropology, seeks to comprehensively assess the influence of Afan Oromo dialectal variation on the process of language teaching and learning at two esteemed tertiary institutions, namely Jimma University and Jimma College of Teacher Education. The primary objectives of this research endeavor revolve around delving into the teachers' levels of awareness, tolerance, and experiences concerning dialectal variation within the language. Furthermore, the study aims to identify the diverse types of dialectal variation exhibited among the students, explore the respondents' attitudes towards language standardization, and investigate the underlying factors contributing to linguistic bias among instructors. In order to achieve these objectives, the study involves a diverse sample of participants from the selected institutions, totaling 48 respondents, including 39 students and 9 instructors. Data collection techniques encompass a comprehensive approach through interviews, questionnaires, and document analysis, while the subsequent analysis relies on robust quantitative methods. The study's findings shed light on the limited knowledge, awareness, and tolerance that instructors possess regarding dialectal variation in the Afan Oromo language. However, both students and instructors demonstrate a predominantly positive attitude towards the idea of their respective dialects evolving into standardized forms. Moreover, the study uncovers how the lack of teaching experience, higher levels of education, and minimal exposure to linguistic courses, particularly in the domain of dialectology, contribute to the manifestation of linguistic bias among instructors. The primary forms of dialectal variation affecting students' academic performance are identified as lexical, morphological, and syntactic differences. Based on the comprehensive analysis, the study advocates for the incorporation of experienced instructors within the institutions, the enhancement of instructors' educational qualifications, and the integration of linguistics courses into the teacher and student training programs. These proposed solutions hold the potential to address the identified issues and foster an improved language teaching and learning environment within the Afan Oromo-speaking communities.