OER 3 Language and gender: learning and equality in participation

2 EMEGen research

A problem in English Medium Education (EME) is that both girl and boy students struggle to understand the teacher but students in local language education also report not understanding the teacher.

Here are comments about language, comprehension and learning from students in different parts of the world:

‘Some teachers speak very fast sometimes [and] it is difficult for me.’
‘[I don’t understand] the way they speak English.’
‘I don’t understand some teachers’ writing.’
‘Some teachers don’t explain the lesson to us in a way we will understand.’
‘…whenever a teacher teaches in English, I don’t understand the lesson.’
‘Honestly, I don’t understand English.’
‘I want teachers to use different methods to teach us so that we will understand.’

Students report a range of barriers to comprehension, such as:

  • the speed of the teacher speaking
  • the teacher’s pronunciation
  • the teacher’s writing on the board
  • not understanding the academic content
  • not understanding the teacher’s explanations
  • not understanding the language of instruction
  • the teacher’s methods.

In interviews, students say they must work extra-hard at home to catch-up and learn.

Teachers teach us in English, and we hardly understand it. When we go home then we read it twice. After that we get a clear picture of it.

(Female student in Nepali EME school)

Note: All quotes are taken from interview data generated in the EMEGen research in Nigeria, where Hausa is the language of instruction in Hausa medium schools, and in Nepal, where Nepali is the language of instruction in Nepali medium schools.

Teachers know these problems. They see connections between comprehension, behaviour and learning – and the impact on girls.

When I ask why don’t speak, they say ‘Sir, I feel afraid... My friends also laugh.’ So, they don’t have confidence.

(Male teacher, Nepali Medium school)

Because of the language, they feel shy. They can’t say the things they want to say

(Female teacher, English Medium school, Nepal)

… girls don’t like talking or participating in class activities together with boys unless the teacher insists, and this affects their learning.

(Female teacher, Hausa Medium school, Nigeria)

… boys are more outspoken and feel free to ask questions or participate in classroom activities.

(Male teacher, English Medium school, Nigeria)

Think about these research findings, in your context.

In your experience, which students are less confident to speak up and ask questions? They might be girls or students from certain social or ethnic groups, or students with disabilities.

In your experience, how much do learners understand? Is comprehension different for different groups of learners? What factors affect student comprehension and participation?

In your context, do male and female teachers have different experiences of English or languages about certain subjects? Do these differences affect communication with students and their learning?

With the EMEGen research in mind, now go to your activities.