| dc.description.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 | en_US |
