CHALLENGES AND STRATEGIES IN IMPLEMENTING ENGLISH-MEDIUM INSTRUCTION IN A PRIMARY SCIENCE CLASSROOM
DOI:
https://doi.org/10.22460/eltin.v14i1.p79-92Abstract
This study investigates the challenges and instructional strategies involved in implementing English as a Medium of Instruction (EMI) in a primary science classroom. Employing a qualitative case study design, data were collected through classroom, a semi-structured teacher interview, and document analysis in an Islamic-based primary school in Yogyakarta, Indonesia, involving one Grade 6 science teacher and sixteen students. The findings reveal that EMI implementation posed significant challenges related to the teaching and learning of scientific concepts through English, particularly in relation to abstract content, unfamiliar scientific terminology, and the influence of students’ first language (Indonesian) on classroom interaction. To address these challenges, the teacher employed multiple adaptive strategies, including vocabulary pre-teaching, systematic repetition, experiential scaffolding through everyday examples, consistent English modelling, and structured opportunities for student oral and written output. In addition, Indonesian was used selectively and strategically to clarify key terms and support individual students’ comprehension without undermining English as the primary instructional language. The study highlights the importance of flexible, interaction-sensitive pedagogy in primary EMI science classrooms and contributes to the limited body of research on EMI implementation at the primary education level.
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