Research Article
The Effective Role of the ER-IR Strategy in Improving Nurse Students' Reading Fluency at Al Ghad International College: An Intervention Study
Mohammed Hassan Abdel Rahman Ibrahim*
Issue:
Volume 11, Issue 1, February 2026
Pages:
1-17
Received:
11 November 2025
Accepted:
24 November 2025
Published:
23 January 2026
Abstract: Reading fluency has become the focus of reading research for its implications in the field of foreign languages, education, and health assessment in nursing. Unfortunately, the influence of reading fluency on nursing and medical studies has not been well researched. Most reading fluency studies conducted in medical contexts are limited to simple texts and do not extend to the communications of staff members involving physicians, nurses, administrators, and students. To address this gap, the current study aims to evaluate the effects of the ER-IR Strategy in enhancing nurse students' reading fluency, speed, accuracy, and prosody at Al Ghad International College. This study employed quasi-experimental research with both quantitative and qualitative designs. A total of 36 male students, aged 18 to 30, were selected and assigned to an experimental group that received treatment and a control group that did not. Pre-tests and post-tests of reading components were designed to collect quantitative data, while unstructured interviews were conducted to capture the students' views on the role of the ER-IR Approach. One-way ANOVA, box plots, and thematic analysis were utilised for data analysis. The findings revealed that participants in the experimental group made remarkable progress in aspects of reading fluency. The study findings indicated that employing the ER-IR method as a teaching technique could enhance nurse students' reading fluency and equip practitioners with strategies that support their communication skills as well as their clinical practice.
Abstract: Reading fluency has become the focus of reading research for its implications in the field of foreign languages, education, and health assessment in nursing. Unfortunately, the influence of reading fluency on nursing and medical studies has not been well researched. Most reading fluency studies conducted in medical contexts are limited to simple te...
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Research Article
Educational Language Policy in Angola: Bilingual Education as a Step to Inclusion and Quality
Francisco Edmundo*
Issue:
Volume 11, Issue 1, February 2026
Pages:
18-23
Received:
16 January 2026
Accepted:
2 February 2026
Published:
24 February 2026
DOI:
10.11648/j.ijecs.20261101.12
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Abstract: This article analyses educational language policy in Angola, focusing on the dominance of Portuguese as the sole medium of instruction and its implications for learners from national language communities. Grounded in sociolinguistic theory and language policy studies, and based on a documentary analysis of legislation and existing academic research, rather than original fieldwork data, the paper examines the concepts of language, the status of languages in order to understand how institutional choices shape educational access and social inclusion. Particular attention is given to Law No. 32/20, which structures the Angolan education system around a monolingual model that fails to reflect the country’s deep linguistic diversity. The study argues that the exclusive use of Portuguese in education reproduces colonial linguistic hierarchies, disadvantages children who enter school speaking national languages, and contributes to patterns of low achievement, school failure, dropout and social exclusion, especially in rural areas. By situating Angola within broader African and post-colonial debates on language, power and identity, the article shows that language-in-education policy is never neutral but plays a central role in either reproducing or challenging inequality. In response to these challenges, the article advocates for the introduction and universalisation of bilingual education, with mother tongues used as media of instruction in the early years of schooling and Portuguese taught as a curricular subject. Such a model, which works in other Portuguese speaking countries like Mozambique, is presented as a realistic and socially just alternative that can enhance comprehension, learning outcomes and learner participation while affirming linguistic and cultural identities. The article concludes by emphasising the central role of teacher education, language planning and political commitment in building a truly inclusive and multilingual education system in Angola.
Abstract: This article analyses educational language policy in Angola, focusing on the dominance of Portuguese as the sole medium of instruction and its implications for learners from national language communities. Grounded in sociolinguistic theory and language policy studies, and based on a documentary analysis of legislation and existing academic research...
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