Background
During my PhD study (2020–2023), I gathered experiences from school stakeholders who have adopted English Medium Instruction (EMI). I focused on two rural community schools, selecting them purposively for the research. I collected information primarily from parents, local-level policymakers, teachers, and students using informal interaction, interviews, and observation to understand their perceptions and experiences with the EMI policy. In this article, I present their views and experiences, providing a comprehensive insight into the impact of EMI in rural settings. Additionally, I reflect on these findings to highlight the challenges and opportunities associated with implementing EMI in rural education systems.
EMI in Parents’ Perspectives
Parents have various perspectives on the use of EMI. While some see EMI as pivotal for their children’s future careers, others believe that it could impede their learning. Among them, a segment views EMI as crucial, arguing that proficiency in English is essential for their children’s success and opportunities. They see English as a fundamental skill that enables global communication, access to higher education, and career advancement. In their view, without strong English speaking skills, children may struggle to keep up with global developments, which could limit their personal and professional growth. These parents advocate for EMI as a vital step in preparing their children for the challenges of a rapidly evolving world, ensuring that they are well-equipped to seize future opportunities.
However, some parents who did not know the importance of English were against it mainly because it was a challenging task for them to help their children in studying at their home. A few of them viewed the EMI classroom as a “mouse trap” for the school children. During an informal interaction, one of the parents explained that stakeholders of the EMI schools use the allure of EMI to attract students and parents, akin to bait in a mouse trap. Once students entered the EMI classroom, they faced difficulties in comprehending the content taught in English, thus feeling trapped and hindered in their learning process. The adoption of EMI is a contentious issue among parents. While some see it as crucial for their children’s future success, others find it problematic due to their inability to provide support at home. Additionally, there is a concern that EMI may not effectively aid learning, instead creating obstacles for students in understanding the material.
Policymakers’ Views on EMI
Policymakers at the local level hold diverse views regarding the implementation of EMI in schools. Political representatives generally support the adoption of EMI, whereas civil servant representatives often express reluctance to implement it in schools. A member from political representative in the local government articulated that EMI serves three primary purposes: “sikau” (ensuring that students learn the content in English), “tikau” (guaranteeing the sustainability of the school), and “bikau” (enhancing the marketability of the students). He emphasized that EMI is designed to facilitate the threefold objective of learning English, sustaining educational institutions, and improving students’ employability in the job market. This group of policymakers strongly advocates the use of EMI at schools and asserts that teachers at the respective levels must be proficient in delivering content in English.
However, the implementation of EMI is not without its challenges. One of the policymakers from an official representative at the local level cautions that uncritical support for EMI in schools may be an “illusion.” He argues that successful implementation of EMI in the existing context is not guaranteed. The policymakers supporting this view warn that, under the appearance of EMI, schools might attract students without having a clear and comprehensive plan for their education. They emphasize that teachers must be mentally prepared to teach content in English and should be provided with adequate support and supplementary teaching materials. Without proper resources and training, the quality of education could suffer, undermining the intended benefits of EMI. Furthermore, there is a risk that schools may prioritize English proficiency over subject mastery, leading to superficial learning outcomes. This highlights the necessity for careful planning, ongoing support, and robust execution strategies to ensure that EMI achieves its educational goals and benefits students holistically.
Teachers’ Experiences With EMI
Teachers at EMI schools have found the use of EMI to be burdensome. In an interview, a Social Studies teacher at the school acknowledged her inability to teach her assigned subject using EMI due to her limited proficiency in English. She stated, “I am not familiar with speaking English, and I struggle with correct pronunciation and word meanings; translating becomes a challenge for me in such situations.” She further expressed, “When I attempt to use English in the classroom, I am overwhelmed by the fear of making mistakes; how can I effectively teach using EMI under such circumstances?” Nearly all teachers encounter circumstances similar to those experienced by the Social Studies teacher in the specific research domain, as they have communicated to me. The insights shared by the teachers underline the substantial challenges that EMI presents for teachers like her, highlighting that EMI has become a significant issue for them.
Due to the challenges associated with teaching content in English, teachers often employ a strategy called memorization in EMI classes. They cover a limited range of topics and supply students with the answers to the questions found in the textbooks. Teachers instruct students to repeatedly read these answers during class and assign the same task as homework. During a classroom observation, one teacher provided the answers to four questions from the exercise section and instructed the students to memorize them during the class period. When the students were unable to memorize the answers, she assigned the task as homework, stating, “You must recite the answers to the questions given to you today; otherwise, I will make you squat and stand with your hands holding your ears fifty times in front of the class.” These circumstances indicate that teachers at EMI schools face significant challenges due to their limited English proficiency, leading to a reliance on memorization strategies in the classroom. This approach results in a limited range of topics being taught and pressurizes students to memorize answers, highlighting the burden and fear experienced by teachers attempting to use EMI.
EMI and Students’ Condition
In the context of Nepalese multilingual classes, students face substantial challenges in EMI classes. Through informal interactions, I gained insights into these difficulties. Following is an example of when I, as a researcher (R), informally communicated with a student (S) of class four. In this communication, I asked the student to read the heading “Rural Municipality” and she read it with difficulty. Then, I conversed with her in the following way:
R: What does ‘Rural Municipality’ mean?
S: I don’t know.
R: Do you know ‘Gaun Palika’
S: Yes, yes, I know. It is beside our school.
The student struggles to understand the term “Rural Municipality” due to the language barrier, as evidenced by their lack of recognition of the English term. However, when the term is translated to “Gaun Palika,” a familiar Nepali term, the student immediately understood and identified its relevance to their local context. While speaking with students and observing their experiences, it was evident that the transition to EMI is particularly strenuous for them. The primary issue stems from the discrepancy between the language of instruction and the student’s language proficiency. Textbooks and examination questions are in English, while teachers often resort to explaining the content in Nepali. This language-switching creates confusion and anxiety among students, as their proficiency in English is not strong enough to grasp complex concepts or understand exam questions accurately. Consequently, students often find themselves at a loss, struggling to bridge the gap between the English medium materials and their limited English skills.
Classroom observations further highlighted these challenges. During teaching and examinations, I noticed that students frequently struggle to comprehend the instructions and intentions behind the questions. Their poor English language proficiency worsens this issue, making it difficult for them to express their understanding and knowledge effectively in written form. While observing the examinations, I found many instances where students eagerly awaited assistance from subject teachers, hoping for clues or explanations in Nepali. This reliance on teachers for translation and clarification highlights the gap between the student’s language abilities and the demands of an EMI curriculum. The situation reveals a critical need for implementation of EMI in the context.
Reflection
The implementation of the EMI policy faces significant challenges within the existing socio-political background of the researched settings. This policy is at odds with the preferences of parents, local education policymakers, teachers, and students alike. Additionally, the lack of suitable instructional materials designed for EMI, combined with the need for improved English language proficiency, impairs the linguistic and pedagogical difficulties encountered by both teachers and students. This situation results in a deficiency in meaningful interaction during teaching and learning activities and thereby hampers the learning of the students. It is noteworthy to understand that the implementation of the EMI policy in community schools will be effective only if the teachers are proficient in both written and spoken English and if students have opportunities to sufficiently develop their English language skills through a bilingual or multilingual approach.
Author Bio: Dr. Tek Mani Karki is an Assistant Professor in the Department of English Education at Mahendra Ratna Campus, Tribhuvan University, Kathmandu, Nepal. He earned his PhD in 2023 with a dissertation titled “English as a Medium of Instruction in Community Schools of Nepal: Policies and Practices.” His research interests encompass the medium of instruction policy, social justice, and teacher professional development. Dr. Karki has presented research papers at numerous national and international conferences and has published extensively in these areas.
