Impact of Language Proficiency on Subject Teaching in English-Medium Schools

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Dr S P Singh

Ex-Dean, Gurukul Kangri Vishwavidyalaya

Haridwar, Uttarakhand 249404 India

Abstract— This study investigates the impact of teachers’ language proficiency on the effectiveness of subject teaching in English-medium schools. With the rapid expansion of English-medium instruction worldwide, teacher competency in English has become critical for delivering subject content effectively. Drawing on a quantitative survey of 150 secondary‐level subject teachers across five urban English‐medium schools, the research examines correlations between self‐reported English proficiency levels and various dimensions of teaching performance, including lesson clarity, classroom interaction quality, and student engagement. Data were collected using a validated questionnaire comprising four subscales: linguistic competence, instructional clarity, interactional support, and perceived student outcomes. Statistical analyses—including Pearson correlation and multiple regression—reveal that higher language proficiency significantly predicts instructional clarity (r = .62, p < .001) and interactional support (r = .54, p < .001), accounting for 48% of variance in overall teaching effectiveness.

Qualitative follow‑up questions further highlight that teachers with advanced proficiency employ a wider range of pedagogical strategies (e.g., scaffolding, realia use) and foster richer classroom discourse. The findings underscore the necessity of targeted language‐development programs for subject teachers and recommend integrative professional development that combines linguistic training with pedagogical skills. Implications for policy include incorporating language‐proficiency benchmarks into teacher recruitment and continuous professional learning. Limitations involve the self‑report nature of proficiency measures and the urban sample focus. Future research should explore longitudinal impacts of language‐enhancement interventions on student achievement.

Keywords

language proficiency; subject teaching; English‑medium schools; teaching effectiveness; teacher training

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