The Influence of Bilingualism English and Somali on Medium Instruction in Higher Secondary Schools in Borama and Hargiesa District Somaliland

Abstract

This study aimed to investigate the challenges encountered by teachers and students in secondary schools in Borama and Hargeisa districts of Somaliland, where English serves as the medium of instruction. It focused on assessing the competencies of teachers and the essential abilities of students required for effective learning in an English-based environment. The research adopted a cross-sectional design using quantitative methods and employed survey techniques through self-administered structured questionnaires. Non-probability sampling methods, including convenience and purposive sampling, were utilized to select 150 teachers and 458 students as participants. The collected data underwent thorough analysis using Excel and SPSS software, emphasizing descriptive statistics like frequency distributions to present the findings effectively. The findings of the study indicated that male teachers outnumbered female teachers in secondary schools, and there was a similar trend of more female students than male students. Most teachers possessed significant experience ranging from 11 to 21 years, and their educational qualifications were primarily at the university level, specializing in subject teaching at the secondary level. However, concerns were raised regarding the necessity to address salary issues for teachers. The study also observed instances where teachers alternated between Somali and English languages during presentations, with consensus among both teachers and students. Additionally, students expressed a need for supplementary materials in libraries to enhance their learning processes and homework, thereby improving their English proficiency. Notably, students who predominantly used their mother tongue during the learning process exhibited poorer performance in English.