English Medium Instruction (EMI)

English Medium Instruction (EMI) : Issues, Challenges & Benefits

Prakash Mani Ghimire

Teacher, Shree Mahendra Vidya Bodh Secondary School, Balkot, Arghakhanchi

Abstract

English is regarded as a foreign language in Nepal but nowadays people are giving a greater priority to it. Even various new varieties of English are emerging i.e. there is no only one specific English, people in our context are also crazy about English. The government has given a greater emphasis on English from early grades to higher studies. English Medium Instruction (EMI) has become a buzz word. Most of the people, even in rural areas are also interested on English medium schools (Boarding Schools) and the number of the students in public school is decreasing day by day because of the lack of EMI. EMI seems to be a tool to increase the number of students in such schools. In this article, I have tried to discuss on the issues, challenges and benefits of EMI.

Introduction

EMI refers the teaching of other subjects/disciplines in English. Dearden (2014), defines EMI as, "The use of English language to teach academic subjects in countries or jurisdictions where the first language of the majority of the population is not English".

As English language is one of the most geographically widely spoken languages in the world and it is used from politics and economy to science, communication and technology the importance of EMI has increased. In our context English is being used as a compulsory subject from grade one to university level and English is being used as a medium of instruction in higher studies for several years.

There are various debates on the use of medium of instruction. According to Brown (as cited in Panth, 2019), “A medium of instruction not understood by the learners impedes learning and holds them back in term of cognitive development”.

If children are forced to change their language of schooling too early or abruptly to a second language, their first language acquisition may even be attenuated or even lost, and their self confidence as learners may weaken leading to lack of motivation , school failure and early school leaving (UNESCO,2011, as cited in Karvonen,2017). This, of course, does not mean that a second language cannot be introduced at early age but there should be the consideration of using mother tongue (MT) and the second language.

Mother Tongue (MT) as a Medium of Instruction

Earlier researches confirm that first language learning creates a foundation of all learning and the students learn better in their MT. There are some advantages of mother tongue based education. Fluency and literacy in mother tongue also create a linguistic foundation for learning other languages (UNESCO, 2011, as cited in Karvonen, 2017). Students learn the content clearly and they use the things in their daily life, students feel it easy to process their learning, enhances the cultural identity of the students and more importantly the parents of such students participate in their children’s learning if the medium of instruction is the students’ MT. MT can be regarded as the basis for all learning.

Learning English or Learning in English?

The Nepalese curricula have given a greater emphasis to English. Private schools in Nepal are famous and loved by parents because of their use of EMI. According to Dearden (2014), there is more EMI in private than public education. Nowadays many public schools are also giving focus on EMI to fulfill various purposes.

One of the debatable issues here is to learn English or to learn other subjects/disciplines in English. Most of the students, in my own experience are poor in English even in secondary level. They don’t speak and write English properly even they were taught English (some in English also) from early grades.

Some issues need to be discussed before the implementation of EMI. Will EMI improve students' learning of English or a greater emphasis on English is necessary? Is EMI needed for better English or better learning? Will the students learn better in English or in their MT?

Here, our focus should be on English. We should try to make the students familiar with English either teaching English or teaching in English.

EMI or MT?

As the scope of English is expanding day by day, EMI is being promoted. Today’s ICT world has become easy with the help of English. English certainly helps to learn various disciplines. Maths, Science, Health and similar subjects need to be taught in English as they use most of the references in English medium. In another side students may feel it easier to learn their culture in their mother tongue. It would be easier to make the concept clear on various subjects like Culture, History, Moral Education and so on in students’ MT. So, it would be better if we can balance the medium of instruction.

Challenges of EMI

One of the major challenges in using EMI, in my opinion is that, regardless of academic qualifications, teachers lack the adequate language proficiency and competence to teach English. Ojha (2016) states, "The students and the teachers seem to have developed a practice in which studying English medium means reading books and writing answers in English but explaining content in Nepali".

The local governments in Nepal are also focusing EMI. Some of them have started EMI from early grades. Although there are some local governments which provide 15 to 50 days training programmes in various fields for teachers (Shaha, 2018), most of them just provide introductory trainings only. A teacher who has been teaching for a couple of decades in Nepali medium can't make use of EMI perfectly. S/He needs a long term practical training, but it lacks in our context.

When the language of communication is foreign to both the teacher and the students, many important issues may become misunderstood. Teacher can often misinterpret. In such situations students may become even unwilling to participate. The communication gap between teacher and students can also cause the misrecognition of special need.

Another chance is the availability of support that teacher and students are getting. In our case there is a little or no support for teachers to implement EMI and there is no external support for students to use English.

There is lack of suitable learning materials particularly in English language. According to Negash (as cited in Karvonen,2017), additional reading materials, appropriate to the reading level, which supports the students' learning in and of English, are needed in classroom and student's family for effective learning. So, another challenge in our context is lack of adequate resources.

Parental involvement is necessary for better learning of students. Most of the parents, in our case, are illiterate in English. So they can't help their child in learning in English. So, another challenge is lack of parental involvement.

In EMI, communication between the teacher and the students is likely to be less frequent and less fluent, which may not develop a good rapport between the teachers and the students and it may hinder the learning process.

As we give greater emphasis on EMI, there is the chance of loss of MT or culture in students. For example, for us, 'Namaste' is the best form of greeting than any other expressions.

Benefits of EMI

Even there are some challenges; there are many benefits of EMI. EMI in early grades will develop a foundation of English skills. As English is the demand of today, the number of students in public schools will be increased again if EMI is implemented properly.

EMI makes it easier for students to be introduced with the ICT world along with science and technology. It enables students for higher studies in various disciplines.

As English is used worldwide for various purposes, there will be various job opportunities for future and there will be opportunities for career development.

EMI encourages students to be familiar with wider culture as there is a chance for wider communication.

Conclusion

Because of the wide spread use of English, EMI has become a must in the school level education. Saving our special identity and culture we can make use of EMI in certain disciplines from early grades. In our context, the students (sometimes also the teachers) need to be taught English first to teach other disciplines in English if they do not have a strong base of English. We should not ignore the value of MT as it is the base for further learning.

According to Phyak (as cited Karki, 2016), "As teaching English as a compulsory subject in the early grades has already been a problem, its expansion as a medium of instruction creates another layer of problems for teacher and students". The teachers, who are involved in EMI need to be trained (practically) well and they must get adequate support from school administration and other concerned authorities. Provision for using MT, which would help for proper communication, should be made clear before implementing EMI. The concerned authorities must ensure the availability of all sorts of resources inside the classroom context. If it is possible the provision of parental education should be made.

Medium of instruction is not the only one determining factor for students' learning achievement and EMI is not the solution for all academic problems. While implementing EMI a proper and meaningful discussion is needed for its success.

References:

Dearden, J. (2014). English as a Medium of Instruction - A Growing Global Phenomenon. British Council.

Karki, J. (2018). Is English Medium Instruction Working : A Case Study of Nepalese Community Schools in Mt. Everest Region. English language Teaching in Nepal: Research, Reflection and Practice. British Council.

Karvonen, H. (2017), English as a Medium of Instruction. Master's Thesis. University of Turku.

Ojha, L. P. (2018). Shifting the Medium of Instruction to English in Community Schools : Policies, Practices and Challenges in Nepal. English language Teaching in Nepal: Research, Reflection and Practice. British Council.

Panth, K. (2019), English as a Medium of Instruction : Issues, Challenges and Way Forward. ELT Journal. NELTA Province No. 5, Nepal.

Shaha, J. B. (2018). Shikshya Ra Srijana. Kathmandu :Sami Sahitya Prakashan.