The possible effect of English language proficiency and the Gambian students' participation in higher education

Research output: Contribution to conferencePaper

Abstract

In recent years the Gambian government has advocated the use of the first language (L1) as the medium of instruction for education (from primary school to tertiary level). However, English remains dominant (Igboanusi, 2014). The sole university in the Gambia (the University of the Gambia, UTG) uses English Medium of Instruction (EMI). There is a dearth of research exploring how English language proficiency might affect students’ access/participation in higher education (HE) in the Gambia (see Juffermans and McGlynn, 2009). This study aims to fill this gap in the literature. This presentation focuses on the results of the pilot study of this developing project. Ten secondary school students aged 16 to 18, of mixed gender, and from four different districts in the Gambia were surveyed and interviewed. Preliminary results highlight a complex web of intertwined factors such as socio-economic status, motivation, as well as linguistic barriers that students face in gaining access to higher education in the Gambia.
Original languageEnglish
Publication statusUnpublished - 15 Oct 2019
EventIntegrating Content and Language in Higher Education (ICLHE) 2019: Multilingualism and Multimodality in Higher Education - Universitat Jaume 1 in Castellón, Castellón, Spain
Duration: 15 Oct 201918 Oct 2019
Conference number: 6th

Conference

ConferenceIntegrating Content and Language in Higher Education (ICLHE) 2019: Multilingualism and Multimodality in Higher Education
Abbreviated titleICLHE
CountrySpain
CityCastellón
Period15/10/1918/10/19

Cite this

Curle, S. (2019). The possible effect of English language proficiency and the Gambian students' participation in higher education. Paper presented at Integrating Content and Language in Higher Education (ICLHE) 2019: Multilingualism and Multimodality in Higher Education, Castellón, Spain.

The possible effect of English language proficiency and the Gambian students' participation in higher education. / Curle, Samantha.

2019. Paper presented at Integrating Content and Language in Higher Education (ICLHE) 2019: Multilingualism and Multimodality in Higher Education, Castellón, Spain.

Research output: Contribution to conferencePaper

Curle, S 2019, 'The possible effect of English language proficiency and the Gambian students' participation in higher education' Paper presented at Integrating Content and Language in Higher Education (ICLHE) 2019: Multilingualism and Multimodality in Higher Education, Castellón, Spain, 15/10/19 - 18/10/19, .
Curle S. The possible effect of English language proficiency and the Gambian students' participation in higher education. 2019. Paper presented at Integrating Content and Language in Higher Education (ICLHE) 2019: Multilingualism and Multimodality in Higher Education, Castellón, Spain.
Curle, Samantha. / The possible effect of English language proficiency and the Gambian students' participation in higher education. Paper presented at Integrating Content and Language in Higher Education (ICLHE) 2019: Multilingualism and Multimodality in Higher Education, Castellón, Spain.
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abstract = "In recent years the Gambian government has advocated the use of the first language (L1) as the medium of instruction for education (from primary school to tertiary level). However, English remains dominant (Igboanusi, 2014). The sole university in the Gambia (the University of the Gambia, UTG) uses English Medium of Instruction (EMI). There is a dearth of research exploring how English language proficiency might affect students’ access/participation in higher education (HE) in the Gambia (see Juffermans and McGlynn, 2009). This study aims to fill this gap in the literature. This presentation focuses on the results of the pilot study of this developing project. Ten secondary school students aged 16 to 18, of mixed gender, and from four different districts in the Gambia were surveyed and interviewed. Preliminary results highlight a complex web of intertwined factors such as socio-economic status, motivation, as well as linguistic barriers that students face in gaining access to higher education in the Gambia.",
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