چالش هاي آموزش علم به زبان انگليسي در مقطع ابتدايي شهر حلبچه

زمينه و هدف: آموزش و پرورش كردستان عراق از 2015 برنامه آموزش علم به زبان انگليسي را اجرا نموده است. تاكنون اين برنامه در 11 مدرسه ابتدايي حلبچه اجرا شده است. با توجه به آثار اين تغيير بنيادين بر كيفيت آموزش، بررسي چالش‌هاي چنين برنامه‌هايي اهميت دارد. اما تاكنون چالش‌هاي پياده كردن اين برنامه بررسي نشده است. اين پژوهش با هدف شناسايي چالش‌هاي اجراي اين برنامه انجام شد. روش شناسي: اين پژوهش با رويكرد كيفي و به روش پديدارشناسي توصيفي انجام شد. از معلمان، دانش‌آموزان و والدين آنها مصاحبه به عمل آمد. ملاك انتخاب جامعه داشتن تجربه مرتبط با بحث پژوهش بود. براي تعيين حجم نمونه از اشباع نظري استفاده شد. تجزيه و تحليل داده نيز به روش سه مرحله‌اي كدگذاري (باز، محوري و منتخب) انجام شد. يافته‌ها: نظر مصاحبه شوندگان اين است كه اجراي اين برنامه از آغاز تاكنون داراي چالشهايي است كه حل نشده باقي مانده است و هيچكدام از معلمان، دانش‌آموزان و والدين آنها اجراي اين برنامه را موفقيت آميز و همراه با تجربه مثبت ارزيابي نكردند. تحليل محتواي مصاحبه‌ها بيانگر ضعف در مراحل برنامه‌ريزي و پياده‌سازي آموزش علم به زبان انگليسي در مقطع ابتدايي شهر حلبچه است. نتيجه‌گيري: وزارت آموزش و پرورش كردستان عراق برنامه‌ريزي منطقي و بلند‌مدت براي آموزش علم به زبان انگليسي تدوين ننموده است. عوامل اصلي و مجري آموزش در تدريس دروس رياضي و علوم ابتدايي از ابعاد مختلف ناتوان و بدون انگيزه هستند. محتواي دروس نامناسب است و ابزارها و بودجه كافي براي تهيه تجهيزات آموزشي تهيه نشده است.

Since 2015 in Kurdistan Region Government, English is used as Medium for Instruction to teach Science to elementary schools. This program is implemented in Halabjeh province, too. But so far no research has been done to show what Challenges teachers, students and their parents encounter in practice. The purpose of this study was to identify and describe the lived experiences of teachers, students and teachers in Halabjeh city in the field of science education with English language as a Medium for Instruction. This study was conducted with qualitative approach and phenomenological method. Semi-structured interviews were used for data collection and three-stage open, axial and selective coding was used for analysis. The findings of this study show that teachers, students and their parents are not satisfied with the results of this project. Teachers do not have the necessary skills (specialization in science, teaching with English language) to teach science and math courses, students are unable to communicate, understand text and do homework and are not psychologically interested and motivated to continue their education. Parents are unhappy with their children's upbringing and worry about their low spirits. Finally, the conceptual model outlines the reasons for the challenges of science education in English. Keywords: bilingual education, elementary school, Halabjeh city, science education, English as a Medium Instruction (EMI) Since 2015 in Kurdistan Region Government, English is used as Medium for Instruction to teach Science to elementary schools. This program is implemented in Halabjeh province, too. But so far no research has been done to show what Challenges teachers, students and their parents encounter in practice. The purpose of this study was to identify and describe the lived experiences of teachers, students and teachers in Halabjeh city in the field of science education with English language as a Medium for Instruction. This study was conducted with qualitative approach and phenomenological method. Semi-structured interviews were used for data collection and three-stage open, axial and selective coding was used for analysis. The findings of this study show that teachers, students and their parents are not satisfied with the results of this project. Teachers do not have the necessary skills (specialization in science, teaching with English language) to teach science and math courses, students are unable to communicate, understand text and do homework and are not psychologically interested and motivated to continue their education. Parents are unhappy with their children's upbringing and worry about their low spirits. Finally, the conceptual model outlines the reasons for the challenges of science education in English. Keywords: bilingual education, elementary school, Halabjeh city, science education, English as a Medium Instruction (EMI) Since 2015 in Kurdistan Region Government, English is used as Medium for Instruction to teach Science to elementary schools. This program is implemented in Halabjeh province, too. But so far no research has been done to show what Challenges teachers, students and their parents encounter in practice. The purpose of this study was to identify and describe the lived experiences of teachers, students and teachers in Halabjeh city in the field of science education with English language as a Medium for Instruction. This study was conducted with qualitative approach and phenomenological method. Semi-structured interviews were used for data collection and three-stage open, axial and selective coding was used for analysis. The findings of this study show that teachers, students and their parents are not satisfied with the results of this project. Teachers do not have the necessary skills (specialization in science, teaching with English language) to teach science and math courses, students are unable to communicate, understand text and do homework and are not psychologically interested and motivated to continue their education. Parents are unhappy with their children's upbringing and worry about their low spirits. Finally, the conceptual model outlines the reasons for the challenges of science education in English. Keywords: bilingual education, elementary school, Halabjeh city, science education, English as a Medium Instruction (EMI) Since 2015 in Kurdistan Region Government, English is used as Medium for Instruction to teach Science to elementary schools. This program is implemented in Halabjeh province, too. But so far no research has been done to show what Challenges teachers, students and their parents encounter in practice. The purpose of this study was to identify and describe the lived experiences of teachers, students and teachers in Halabjeh city in the field of science education with English language as a Medium for Instruction. This study was conducted with qualitative approach and phenomenological method. Semi-structured interviews were used for data collection and three-stage open, axial and selective coding was used for analysis. The findings of this study show that teachers, students and their parents are not satisfied with the results of this project. Teachers do not have the necessary skills (specialization in science, teaching with English language) to teach science and math courses, students are unable to communicate, understand text and do homework and are not psychologically interested and motivated to continue their education. Parents are unhappy with their children's upbringing and worry about their low spirits. Finally, the conceptual model outlines the reasons for the challenges of science education in English. Keywords: bilingual education, elementary school, Halabjeh city, science education, English as a Medium Instruction (EMI) Since 2015 in Kurdistan Region Government, English is used as Medium for Instruction to teach Science to elementary schools. This program is implemented in Halabjeh province, too. But so far no research has been done to show what Challenges teachers, students and their parents encounter in practice. The purpose of this study was to identify and describe the lived experiences of teachers, students and teachers in Halabjeh city in the field of science education with English language as a Medium for Instruction. This study was conducted with qualitative approach and phenomenological method. Semi-structured interviews were used for data collection and three-stage open, axial and selective coding was used for analysis. The findings of this study show that teachers, students and their parents are not satisfied with the results of this project. Teachers do not have the necessary skills (specialization in science, teaching with English language) to teach science and math courses, students are unable to communicate, understand text and do homework and are not psychologically interested and motivated to continue their education. Parents are unhappy with their children's upbringing and worry about their low spirits. Finally, the conceptual model outlines the reasons for the challenges of science education in English. Keywords: bilingual education, elementary school, Halabjeh city, science education, English as a Medium Instruction (EMI)