Analysis of the Antecedents for Adopting English as a Language of Instruction at The Somali National University

Abstract

The English language is increasingly becoming the main language of instruction in many nations across the globe. However, Somali and Arabic languages are used in teaching in universities in Somalia despite the increasing global demand for English language proficiency. Bearing in mind that the Somalia education system introduces the English language at the upper elementary school level, this naturally creates a gap at higher education level. This particular study was postulated to assess the antecedents for adopting English as a pedagogy language at Somali National University (SNU) with a view to propose a framework for its implementation. The study objectives were to: examine how the students' attributes, teaching staff attributes, National Language Policy, multiculturalism, and internationalisation influenced the adoption of English as a language of instruction at SNU. The study also endeavoured to come up with a framework for supporting the application of the same. The Cummins proficiency theory, Krashen monitor theory, structural-functionalism theoretical approach, multiculturalism model, and the network model of internationalisation were critical in informing this study. The mixed methods approach and a descriptive survey research design were adopted. The target population comprised of students and staff of SNU and key players in the Somalia higher education sector. A sample size of 88 lecturers, 30 students, 15 senior officers of the University, and the Director of Higher Education of Somalia participated in the study. Proportionate stratified sampling and simple random sampling techniques were used in sampling lecturers and students, while, purposive sampling technique was used for the University's senior office-holders and the Director of Higher Education. Facts and opinions were collected using survey questionnaires, interview guide and focus group discussion. The construct, content and criterion validity were checked, while Cronbach alpha was adapted to assess the reliability of instruments. Descriptive statistics, correlation and ordinal logistic regression analysis were used to analyse quantitative data while thematic analysis was applied on qualitative data. Information was presented using tables, figures, narration and excerpts. The study noted that the language of instruction was a real challenge at SNU, where, the Arabic and Somali languages were commonly used in teaching and in everyday conversations. The problem was attributed to the schooling system, weak language implementation system, weak policy implementation framework, and limited funding. There was a clear state of unpreparedness for faculty to embrace the English language as a medium of instruction. Some students lacked a background in the English language; hence, difficulties in understanding lessons. There was no legislative framework that acknowledges English as a language of instruction in the University. The five identified antecedents were jointly statistically significant in supporting the adoption of English language as a medium of instruction at SNU. The study recommended English language proficiency tests for students and pre-class orientations for faculty at SNU. The university administrators should revise the curriculum, ensure strict vetting of teaching staff; and introduce training and development programmes, English proficient capacity building programmes, and professional development for the existing faculty. The national government, through the Ministry of Higher Education, should revise the language policy to embrace the need for cross-border integration and internationalisation. A proposed framework for supporting the implementation of the English language as a medium of instruction at SNU was developed