Abstract
The use of English as a Medium of Instruction (EMI) has become a pressing issue in education. The global expansion of EMI has impacted the Nepalese education system. This study aimed to explore the motives behind EMI in community schools at the local level in Nepal. Conducting ethnographic research for six months in the municipality of Rupandehi, I collected data through in-depth interviews and informal conversations with four local stakeholders. The findings revealed that community schools are compelled to adopt EMI due to parents’ preferences and students’ eagerness to learn English. Consequently, student enrollment has significantly increased, leading schools to charge fees, which appears to contravene constitutional provisions and citizens’ basic rights outlined in Nepal’s 2015 constitution. Local governments need to balance EMI and preserve community linguistic and cultural diversity to ensure inclusive and quality education for all students.
Background
The use of English as a Medium of Instruction (EMI) is a significant issue in education. It is believed that EMI enhances students’ proficiency in English, which is often considered as an essential asset for global communication, higher education opportunities, and career advancement. There is a rapid global transition from teaching English as a foreign language (EFL) to using English as the medium of instruction (EMI) for academic subjects like science, mathematics, geography, and medicine (Dearden, 2014). Since the 1850s, English has been taught in Nepali schools, often with greater emphasis than Nepali, the national language (Shrestha & Gautam, 2022). Today, English is a compulsory subject from Grade 1 in both community and institutional schools. In 2003, the Ministry of Education revised its policy, making English a compulsory subject from Grade 1 to build a foundation for further studies in and through English (Phyak, 2018). Institutional schools use English as the medium of instruction. Due to the preference for English, many students move to institutional schools, challenging community schools to retain their students (Shrestha, 2018). Consequently, community schools are shifting to EMI from Nepali. English is seen as crucial for communication and employment opportunities in the global market and is included in the curriculum to improve understanding and learning outcomes, especially in subjects like mathematics and science. There is limited research on how national and local EMI policies are interpreted and implemented at the local level. Reflecting upon this context, in this study, I aimed to explore the motives behind EMI in community schools at the local level in Nepal. The research question for this study is what are the underlying motives and driving factors for the adoption of English Medium Instruction (EMI) in community schools at the local level in Nepal?
Methodology
I conducted ethnographic research for six months in one of the local municipalities of Rupandehi, Lumbini Province. I selected four teachers from different schools within the municipality. I chose the one that has extensive experience and active involvement in educational practices. In-depth interviews and informal conversations are the tools to collect data. The interviews were semi-structured and audio-recorded. Informal conversations provided additional insights and were noted in a field diary. Data were analyzed using thematic analysis, where recurring themes and patterns were identified and interpreted. I was culturally sensitive and respectful in the interactions with participants, taking into account the cultural background, beliefs, and values of the participants during the field study. I paid attention to the accuracy, honesty, and truthfulness of data in my study.
Insights and Discussion
Balancing linguistic and cultural diversity with EMI at local levels
The local governments are responsible for determining the policies and practices regarding the use of English as a subject and medium of instruction in local schools. These policies should align with constitutional provisions promoting mother tongues and cultural diversity. While English is important in local schools, its use should be balanced with the promotion of linguistic and cultural diversity. Local governments must ensure that English education policies are effective and equitable, and support inclusive, quality education for all students. One of the participants of the study, participant TP4 focused on the EMI and she claimed:
One can learn more things as a medium than when studying English as a subject. Earlier, English was taught only as a subject in schools. But now, the opportunity to learn English has increased as there are opportunities to learn English through media, mobile, television, etc. (Interview transcript, TP3).
Her priority is on EMI so that students can learn other subjects with English medium books and other materials. Most of the school teachers agreed that educating in English medium can promote learners to be more successful in terms of both their academic and social proportions of life (Panthee, 2020). So, I did not find a similar view regarding English as a medium of instruction or as a subject. It is somehow contradictory in this issue, but all of them agreed with the necessity to learn English either through English as a subject or medium of instruction to face globalization. English as a universal language is taken as a widely used and powerful means of communication between or among people of diverse linguistic backgrounds (Poudel, 2021).
English is increasingly being used as the medium of instruction for academic subjects including physics, mathematics, geography, journalism, law, and medicine, replacing its previous ole as a foreign language (EFL). EMI in school education is growing its popularity across Nepal. The worldwide spread of EMI in education has also influenced the Nepalese school education system (Panthee, 2020). The participants stated several reasons for the adaptation of EMI in schools of the municipality. The first reason for adopting EMI is globalization. Participant TP3 stated:
The number of English medium schools is increasing due to the impact of globalization on the market. We have realized that it is necessary for students to know English to compete in the global market and can make their economic status better than now. It is only possible if they study in an English medium school. (Interview transcript, TP3).
Thus, it argues schools are adopting EMI by accepting English as a global language. Globalization and the English language are pull factors for each other. The English language plays an important role in the progress of globalization. Globalization of occupation and business with different setup values has increased the importance of the English language. English acts as a fountain of wisdom and education. English is a key component for the improvement of a career and means of earning property. English is also taken as a component to bring happiness to family and community and uplift the socio-economic status of the people (Mishra & Bhatt, 2021). So, parents send their children to learn English in the hope that it would reduce their poverty working in the global market. Educating in English medium means having opened the doors to many opportunities at home and abroad. Realizing this truth, the institutional and many community schools of the municipality have been adopting EMI as a novel linguistic market in education in recent years. This trend is increasing due to globalization and the socioeconomic power of the English language, viewing English as a linguistic capital (Bourdieu, 1993). English is taken as the means for economic development, social mobility, and participation in the global economy (Bruthiaux, 2002). The same type of practices found in China as Lei, & Hu, (2014) illustrated that China has been actively promoting EMI from junior secondary school to higher education.
The Motives Behind the Use of EMI at Local Level
EMI helps to develop foreign language skills, enabling students to work in a foreign language environment and become bilingual and multilingual, enhancing their education to respond to globalization, and preparing students for higher studies (Panthee, 2020). In the same way, participant SP1 argued that parents are confident that, the students will become smart, get a job and go abroad after studying in English medium, so the passion for English has increased daily (Interview transcript, TP1). So, there is the belief that if students get exposure to EMI they could develop English proficiency to compete in the global market. EMI is perceived to give students a double benefit: knowledge of their subject, plus the English language, and make them more attractive in the global job market. People believe that English provides a better academic and professional career in a national and international context. Similarly, the public believes their children are inferior if they do not study or educate their children in English Medium schools.
The next reason for EMI in education in Nepal is that English has formed various employment opportunities for people. Many parents enroll their children in institutional schools because English is adopted as a medium of instruction there. In this regard participant, TP4 agreed that it is very difficult to get a job i n the job markets of Nepal and foreign countries without having a better command of English (Interview transcript, TP4). The English language has increased employability by supporting international movements, providing chances for developing opportunities and spreading appropriate information (Khati, 2013). English language skills provide people with employment opportunities at the international level. Another reason for using EMI in education is to study different academic disciplines in Nepal or abroad. English has been used in subjects like science, technology, economics, culture, geography, math, etc. Participant TP2 stated:
Students want to go abroad for higher education. They need to develop proficiency in English. For this students need English medium instruction while studying significant subjects like math, English ICT, etc. It will be easier to study medicine, engineering, pilots, and other technical subjects for further study (Interview transcript, TP2)
This data shows that most students want to go abroad for their higher education. For that students need to study core subjects in English medium. English proficiency is required to enroll in any international university. It is necessary to get a standard score in IELTS, GRE, TOFEL, and PTE and the EMI plays a vital role. Students who have a good command of English language skills can get their higher studies in any university in the world where English is considered as a primary medium of instruction. EMI has benefited students by enhancing their language skills which could be beneficial for their further study.
The motives behind the use of English as a medium of instruction at local-level schools in Nepal are rooted in the desire to improve educational outcomes, access to knowledge, and employment opportunities. However, it is important to balance these goals with the promotion of mother tongues and linguistic and cultural diversity, to ensure that all students have access to inclusive and quality education. Though, the use of English as a medium of instruction can also result in the marginalization of local languages and cultures and can create language barriers for students who do not have a strong foundation in English.
Conclusion and Implications
The study found that parents, students, and stakeholders perceive English as a universal language and a powerful means of communication. The motivation for implementing the EMI policy in Sainamaina schools is the belief that exposure to English through EMI will develop students’ proficiency, enabling them to compete globally. Stakeholders believe English offers better academic and professional prospects both nationally and internationally. The shift from Nepali Medium Instruction (NMI) to EMI in community schools is driven by parental demand and the desire to prevent student migration to institutional schools. This demonstrates that the adoption of EMI in community schools is driven by several factors, primarily globalization and the perceived economic and academic benefits of English proficiency. This trend has led to an increase in EMI community school enrollments. Community schools are compelled to adopt EMI due to parents’ and students’ attraction to English. The increasing enrollment in EMI community schools necessitates more resources. They need to charge fees which may contravene constitutional provisions and citizens’ rights. The municipality should develop clear policies for EMI and NMI and guide schools in implementing these policies to bridge the gap between policy and practice. Community schools need a comprehensive plan and policy before shifting from NMI to EMI to respect constitutional norms and children’s rights. Local governments need to implement policies that balance the promotion of English with the preservation of linguistic and cultural diversity to ensure inclusive and quality education for all students.
References
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Author Bio: Mr Dinesh Panthee is an Assistant Professor at Sahid Narayan Pokharel Ramapur Campus Rupandehi. He has completed an MPhil in English Education from GSE TU. He is currently a PhD scholar in English Education at GSE TU. He is an executive member of NELTA Lumbini Province Nepal. His areas of interest include teacher professional development, educational and social research, language policy and planning, local curriculum, ICT in education, and textbook development.
