Universal Language Instruction among Key Stage 2 Learners: Basis for Strategic Language Transition Plan

This study aimed to explore the universal language instruction among Key Stage 2 learners and its impact on their academic performance, particularly during the transition from mother tongue-based instruction to English-based instruction. The study focused on examining the demographic profiles of the learners, their behaviors during the transition, and their academic performance across various subjects. Data were collected from 130 learners through surveys and teacher observations, and the results showed that most learners came from middle-income families, with a significant portion having parents with varying levels of education. Findings revealed that while learners exhibited strong engagement in activities such as classroom participation and attendance, challenges were observed in their self-efficacy, motivation, and classroom behavior. Additionally, a significant positive correlation was found between learner engagement during the transition and their overall academic performance. The study concluded that while the transition to English-based instruction was largely successful, there is a need for targeted strategies to enhance learners' motivation, self-confidence, and language proficiency. Based on the findings, the study proposed a strategic language transition plan that includes language immersion activities, peer support systems, teacher training, and increased parental involvement to support learners in overcoming challenges and achieving higher academic performance.