We are delighted to announce the release of the third quarterly edition of ELT Choutari (July-September 2024), dedicated as a special issue focusing on “English Medium Instruction (EMI) Policies and Practices in Nepal.”
EMI policy represents a significant area of study in applied linguistics, both domestically and internationally. Its implementation spans beyond private and urban schools to include community schools in rural areas, sparking diverse perspectives on its creation and application. Many scholars are actively researching various aspects of EMI policy and practices in Nepal, prompting us to dedicate this special issue to exploring these themes.
This edition features an exclusive interview with four distinguished scholars—Associate Professor Dr. Bal Krishna Sharma, Professor Dr. Bal Mukunda Bhandari, Professor Dr. Tara Datta Bhatta, and Professor Dr. Binod Luitel—who discuss the multifaceted dimensions of EMI as a research topic, current research trends, and future directions for novice scholars in this field.
Additionally, the issue includes four scholarly papers by devoted researchers:
Deviram Acharya examines how the proliferation of EMI schools exacerbates inequality in learning access, quality, and educational relevance, often as a shield against criticism rather than a response to parental aspirations.
Nirmala Dhami explores issues students face, including cultural marginalization, inadequate language skills, and insufficient instructional resources. EMI tends to favour wealthier urban students, widening the rural-urban educational gap and jeopardizing linguistic diversity and cultural identities.
Dinesh Panthee critically reflects on how community schools, driven by parental and student demand for English learning, face constitutional challenges regarding fee imposition, thus compromising educational rights.
Dr. Tekmani Karki provides insights into the impacts of EMI in rural settings, highlighting the challenges and opportunities of its implementation in rural education systems, drawing from reflections on his PhD journey.
For your convenience, here are the hyperlinks to the articles:
Lastly, we extend heartfelt gratitude to our co-editor, Karuna Nepal, and all our editors and reviewers—Jeevan Karki, Ganesh Kumar Bastola, Mohan Singh Saud, Dr. Jnanu Raj Poudel, Sagar Poudel, Binod Duwadi, Puskar Chaudhary, Yadu Gnawali, and Dasharath Rai—for their dedicated efforts in bringing this issue to completion.
ELT Choutari is a platform for researchers, scholars, educators, and practitioners to share insights, practices, and narratives from classrooms and communities. We invite you to contribute to our upcoming anniversary issue (October-December 2024) by submitting your articles and blogs to 2elt.choutari@gmail.com.
If you find value in the interviews, articles, and reflective pieces, please share them within your circles and feel free to leave your comments below each piece.
About two years ago, I visited a school located in eastern Terai. I reached the school at 10:15 am, and the students were engaged in the morning prayer. Two different groups of students were praying in two different places. I asked the reason for it. I was shocked when I heard the answer. The students who study in the English Medium (EM) pray in a different place from the students who study in the Nepali Medium (NM). Interestingly, EM students were asked questions about general knowledge during prayer time, but not for the Nepali. I visited the school for different purposes, so I focused on my purpose and collected some information. There were two different buildings, different gates, different teachers, different playgrounds, and different textbooks in the school for Nepali and EM students. I had limited time to discuss the issue of the medium of instruction (MOI). After this observation, I raised and wrote the issues regularly about how the public schools create social class and deprive the underprivileged group who cannot pay fees for English medium. Such practice by public schools limits equitable access to quality education and social justice.
During my professional journey, I have found many schools across the country practising somehow similar cases as mentioned above. I have talked to the teacher and headteacher regarding the different practices adopted by the school focusing on English medium.
English Medium Instruction (EMI) Taken as a Quality Indicator
It is impossible to make a common and single definition of quality education. However, the EM has been established as the quality indicator. This is established by the government, the private sector and some other global contexts. Without the infrastructure and readiness, many local governments direct the schools to implement English medium. Similarly, community schools observed private schools and copied the private components of education in public schools. Nowadays, many public schools are converting to private schools by using private school components in school like entrance examinations, English medium, textbooks published by private publishers, and collecting fees from parents and teachers by school for English medium. Those characteristics of the education adopted by community schools are making low-cost private schools or private schools under the government roof.
As I have collected information from more than 15 teachers, the fee varies from 100 to 1200 per month and varies at different grades. We and many other so-called educators (this is for me) are in dilemma that EM is not the quality indicator but why we promote or why we accept the low-cost private education in private schools.
The community schools that use the EM have their arguments, and many of them say it is a result of parental aspirations. The true point is not only the parents’ aspirations but they don’t want to offer education to low-income or disadvantaged groups of people. One of the teachers shared the history in this way:
‘About five years ago, we discussed in school and concluded we have the students from low socio-economic status. If we perform better, we need students of high socio-economic status. For that, we move to an and make the school private for the parents. Then, about 70 percent of students enrolled in private schools.’
Over a long time, the weak performance of community schools has led to private school opening trends. Over the decades, the number of students enrolled in private schools has steadily increased. According to the data, about 30 per cent of students study in private schools in 2023 (Center for Education and Human Resource Development, 2024). The school that started English medium shared this is the parents’ interest, but the layman’s parents cannot differentiate the quality. They listen to English as a quality, so they are interested. Community schools provide the EMas with a quality indicator, and they understand it. We do not have such strong research and data to claim it, but it shows the quality from the parents’ socio-economic status and private school components, even the private teacher. A teacher’s and headteacher’s opinions presented below claim that EMis quality indicators.
Teacher: We don’t know justice, equity, and many other things; our school offers English and NM education. We did it to fulfil the parents’ interest. We are committed to quality education. If the parents can pay the money, their child will be in EM, and those who cannot do so can go to NM. Students in EM are selected from highly competitive entrance examinations. We faced the pressure at the time of enrollment, but we can’t consider it. We have received many awards for better performance in the grades 10 and 12 examinations.
Headteacher: Our school did very well in the present day when our school started EMI and the number of students increased day by day. Most of the students enrolled in our school are from private schools. We are creating a challenge for private schools using the English medium. We select the students from the entrance. There is no place for weak students. Parents need to spend time with their children. They need to come regularly to school, and we have a weekly and monthly examination system. Sometimes weak students should attend the additional tuition class.
Equitable Access and Justice
Many community school teachers believe that children from poor, marginalized and disadvantaged families are not ready to learn, and because of the lack of awareness of the parents, they are not able to perform better. The different stakeholders strongly advocate the message, but they forget the right of the children to access quality education. Many of the education stakeholders like headteachers, teachers, management committees even the policymakers, do not seem to pay attention to social justice issues and equitable access to education. EMI creates class differences within the school and society. To gain parental attraction, the community schools used the strategy of EM, and they created a social class (Study in EM and Study in NM ) in the school.
During the development of this manuscript, I collected data from different parts of the country, from Ilam to Dadeldhura. Most of the schools offer EM to attract private school students, and they collect the fees. Then, the parents become happy because they get the opportunity to provide private education in community schools, paying a small fee. Few schools offer EM without any additional cost, but they select the students from the entrance examination. Deprivation is found in many ways within the school. The role of schools in promoting social justice becomes adverse. The deprivation is highly established by the entrance examination for enrollment and the collection of tuition fees to offer EM education. To show better results, selecting the best students to take the entrance exam is very popular in EM schools (Ranabhat et al., 2018). It creates a social hierarchy and leads to inequality and deprivation.
Two schools in a single compound offer two types of education and develop the child in a discriminatory environment. Many schools practise different buildings, playgrounds, drinking water, laboratory, library, etc. The schools in West Terai bring students who study in English by school bus, and students who study in NM come to school on foot. As mentioned by Sah (2023), the EMI creates unequal education space in the school and social positioning in the classroom. The students in the same school do not play in the same group from different mediums.
Discrimination in terms of opportunity is not only the problem, but the psychological feelings of the parents and students are also important. The school and society recognize that EM is quality education, and the feelings of the students within the school are important. The students who study in EM feel like the upper class, and those who study in NM feel like the lower class. The students who are enrolled in EMare ‘entering the new middle class identity (Sah, 2023).
Promoting the English Medium
Local Palikas and politicians have been promoting EMI without providing additional resources, capacity assessment and the school readiness palikas direct to school to implement EM. It is surprising to mention, what is the factor and how the policymakers or politicians (local Palika representatives) are motivated by it. Schools are happy with the EM because it allows them to collect the fees. One school teacher who teaches in EM in the community school appointed by the school as a private source shared, ‘The government permanent teachers are taking rest, because schools started EM and there are no students in NM (Personal communication on June 26, 2024). Some local Palikas have declared that all community schools should use EMI, which is not possible in all the schools and is not a good idea.
The school headteacher argued that the government does not provide sufficient funds and that we need to collect them from parents. The reality is different. Offering the EM requires extra money. They need to manage different teachers and EM coordinators. The different levels of government don’t tend to pay attention to this issue, which is against equal access to education. The trend of using EMI increased steadily throughout the country. The government policy has not differentiated in the evaluation process and practice. School using EM shows better performance, competing with private schools components. Then, these schools have been rewarded making their identity as better schools. Thus, the other community schools learned directly that EM is a key education reform strategy. I think the EM has become the panacea of education reform. But in reality, it is promoting social injustice, thereby leading to a disempowering gap between haves and have-nots.
Public education has certainly served the poor and disadvantaged groups of people without any discrimination. In the name of quality education and showing the parents’ interest, the public schools are converting into private in disguise. To make society cohesive and inclusive, public schools have to welcome all students, and they tend to focus on students who need support. Local Palikas and the government policy and mechanism should be developed to address the issues and focus on the disadvantaged groups.
Conclusion
A growing number of schools offering EMI creates inequality and inequitable learning access, quality, and educational relevancy. Schools refer to the parental aspiration but it is a strategy to defend them from criticism. Schools do not have any other strategies to improve classroom teaching and learning. They apply private school components like selection in enrollment, collecting the fees, manage the private teachers in most of cases. I wonder if their existing teacher and resources cannot afford EM, why they established the strategy within the same community schools. Schools located in urban areas apply these strategies and the schools in rural learn them. The local governments are not able to focus on holistic reform and they also promote it. The serious matter is that schools and teachers are not ready to accept the criticism and they argue that they do fair but neglect the disadvantaged groups of people and children.
References
Center for Education and Human Resource Development. (2024). Flash Report I 2023. Sanothimi.
Ranabhat, M. B., Chiluwal, S. B., & Thompson, R. (2018). The spread of English as a MOI in Nepal’s community schools. In D. Hayes (Ed.), English language teaching in Nepal: research, reflection and practice (pp. 81-106). British Council.
Sah, P.K. (2023). Emotion and imagination in English-medium instruction programs: Illuminating its dark side through Nepali students’ narratives. Linguistics and Education, 75, XX. https://doi.org/10.1016/j.linged.2023.10115
Author Bio: Mr. Devi Ram Acharya is a research scholar studying at Kathmandu University, School of Education. He has more than 15 years of working experience in education particularly student learning assessment at the national and classroom level. Currently, he is researching classroom assessment practices in Nepali school education. His area of interest is student learning, assessment, education quality, school reform, and transformation.
The Medium of Instruction (MOI) in schools affects students’ learning outcomes, comprehension, and overall educational experience. When students are fluent in the MOI, it enhances academic achievement and preserves linguistic and cultural heritage. Conversely, using a global language like English can prepare students for international commerce and communication. However, choosing a specific MOI can affect educational equity, especially for underprivileged students who may lack exposure to the language. Challenges include difficulties with complex concepts due to limited proficiency, inadequate teaching materials, extensive training needs for effective EMI (English as a medium of instruction), increased anxiety and stress, lack of community and parental support, and cultural disconnects. Given its impact on learning, cultural preservation, and socioeconomic mobility, MOI is crucial. Although Nepal’s constitution allows schools to teach in the learners’ mother tongues up to the secondary level, the shift towards EMI is accelerating. Against this backdrop, this paper explores the social injustice and equity issues stemming from the EMI policy in government-aided schools.
EMI and Social Justice
The EMI policy requires that academic courses be taught in schools primarily in English. This strategy seeks to increase educational quality and better equip students for global possibilities by raising their English proficiency. Nepal is a linguistically and culturally diverse country. Major adjustments to curriculum, teacher preparation, and instructional strategies are required for the transition to EMI. “Universities have encouraged and maintained structural inequality by using foreign languages as a medium of instruction with the goal of internationalization, globalization, and improved employment opportunities” (Alhamami, 2023, p.1). It means universities often adopt foreign languages, such as English, as the medium of instruction to align with goals of internationalization, globalization, and enhancing employment opportunities. While these objectives are beneficial in many ways, this practice can also perpetuate structural inequality. One significant aspect is access to education. Students from poorer backgrounds might not have the resources to learn a foreign language proficiently, creating a barrier to accessing higher education (Macaro et al., 2018). Even when students from less privileged backgrounds gain admission, their lower proficiency in the MOI can impede their academic performance and engagement.
Another issue is cultural marginalization. Emphasizing foreign languages can lead to the devaluation and neglect of local languages and cultures, causing a cultural shift and loss of heritage (Phyak, 2021). Students might feel alienated from their own culture and history if the curriculum and classroom interactions are dominated by a foreign language and associated cultural norms. Adopting EMI policies could worsen inequality in education and marginalize regional languages and cultures, which can result in social injustice. Students from underprivileged or rural backgrounds frequently lack the tools and assistance required to thrive in English-medium classrooms, which exacerbates the divide between them and their richer or urban equivalents (Singh, 2024). For these students, this may lead to poorer academic achievement, less self-esteem, and fewer opportunities in the future. Furthermore, giving English preference over regional languages might threaten cultural legacies and identities, which will reduce linguistic variety. Students may be further disadvantaged by teachers who lack the necessary training to teach English. Phyak and Sah (2022) contend that to rectify these injustices, EMI policies must be inclusive, offering ample support for every student while acknowledging the value of the local languages and cultures. Inclusivity in EMI policies involves ensuring that all students, regardless of their English proficiency levels, have access to the necessary resources and support to succeed. This includes specialized language training, additional instructional materials, and tailored teaching methods that accommodate diverse learning needs.
EMI and Equity Issue
Nepal’s EMI policies draw attention to equitable issues. Urban schools often possess superior resources for teaching English, which disadvantages children from rural and marginalised areas (Sah & Fang, 2023). Disparities are exacerbated by differences in teacher preparation and educators’ low English proficiency. Diversity in language and culture may potentially deteriorate, which would impact students’ identities and academic performance (Jinghui, 2023). To address these problems, rules that strike a balance between maintaining cultural traditions and promoting English proficiency must be implemented, as well as targeted help for schools that are underfunded. EMI policies can exacerbate educational inequalities by favouring students from higher socioeconomic backgrounds and urban areas with better access to English education, thereby widening the rural-urban divide. Sah and Li (2018) argue that the application of EMI policies may lead to inequalities in educational access and quality between different socioeconomic levels, urban and rural areas, and government and private schools.
The dominance of English may lead to the marginalization of local languages and cultures, fostering cultural imperialism (Phillipson, 2006). Educators should study into these differences to offer strategies for creating a more equitable and inclusive learning environment. Furthermore, many teachers are not sufficiently trained to instruct in English, which could lead to worse-than-ideal learning outcomes, particularly for pupils who are not native English speakers and find it difficult to process new information. Providing equitable access to high-quality education and opportunities for personal and professional development for all students, regardless of their socioeconomic background, is fundamental to EMI’s social justice mission. Sah and Fang (2023) also assert that ensuring all students, regardless of their socioeconomic background, have equitable access to high-quality education and opportunities for personal and professional growth is a key component of EMI’s social justice mission. Enacting EMI policies can aid in closing educational inequalities by giving pupils the language proficiency required to succeed in an increasingly globalised society (Sah & Li, 2018).
As a result, they may be able to advance their careers and engage in global dialogue. On the other hand, EMI may produce inequities that need to be addressed to achieve real social justice, such as the marginalization of regional languages and cultures and differences in the distribution of resources between urban and rural schools (Milligan, 2022). Implementing comprehensive teacher training, equitable resource distribution, and policies that support multilingualism can mitigate the challenges associated with EMI in Nepal (Phyak & Sah, 2022). In a similar vein, Solomone (2015) also contends that EMI can be a powerful tool for advancing social justice and equitable education by striking a balance between the advantages of English proficiency and the necessity of maintaining language and cultural variety.
Employment inequality is also a concern. Jobs that require proficiency in English further disadvantage those who do not have access to quality language education (Sah & Li, 2018). Moreover, the focus on global employment opportunities can undermine local job markets and economies, affecting students who wish to work within their communities. The quality of education can suffer as well. Not all instructors might be equally proficient in EMI which can affect the quality of education delivered. Additionally, students may struggle to fully grasp complex concepts if they are not taught in their first language, leading to gaps in understanding and academic achievement. Social stratification is exacerbated by the use of EMI in schools (Parajuli, 2022). Proficiency in the English language often becomes a marker of social status, creating an elite class that has better access to education and employment opportunities. There can also be implicit or explicit discrimination against those who are less proficient in the foreign language, affecting their academic and professional growth.
Negotiating Global and Local Language Policy
To balance global and local needs, schools can promote bilingual education to help balance the need for internationalization with the preservation of local languages and cultures. Providing additional support for students struggling with EMI can help mitigate some of the inequalities. Furthermore, governments can develop inclusive policies that recognize and address the structural inequalities arising from the use of EMI (Phyak & Sah, 2022). By considering these factors, schools can work towards creating a more equitable educational environment that leverages the benefits of internationalization while minimizing structural inequalities.
Moreover, providing sufficient support means not only focusing on language acquisition but also addressing other academic and emotional needs of students. This could involve training teachers to be sensitive to the challenges faced by non-native English speakers and implementing support systems such as tutoring programs, counselling services, and peer mentoring (Nguyen, 2024). Finally, respecting local languages and cultures is essential in maintaining students’ cultural identity and motivation. This can be achieved by incorporating bilingual education models, promoting the use of mother tongues in early education, and integrating cultural content into the curriculum. By doing so, students can develop a strong foundation in their native language while gradually acquiring proficiency in English, resulting in a more balanced and effective learning experience.
While curriculum development and teacher training are crucial for effective EMI, these resources are often underfunded and inadequate for meeting the diverse needs of students. The neoliberal objective of EMI is to boost global competitiveness by ensuring students gain proficiency in English, which is seen as vital for participating in the global economy and accessing international opportunities (Tupas, 2018). However, this focus on neoliberal goals and economic constraints can overshadow issues of social justice and educational equity. To ensure that EMI fosters global opportunities without reinforcing social inequities, it is essential to advocate for bilingual education policies, involve communities in policymaking, and implement equity-focused funding to support disadvantaged students and schools. Researchers should aim to improve policy quality by exploring the motivations, challenges, and impacts of EMI policies. A thorough understanding of EMI’s effectiveness will help create policies that balance the demands of global English proficiency with the preservation of regional languages and cultures.
Conclusion
To conclude, EMI can improve employment prospects and worldwide communication, but it also frequently makes educational disparities worse, especially for poor children in Nepal. The students deal with issues including marginalization due to their culture, poor language skills, and inadequate instructional tools. EMI frequently benefits wealthy and urban students, widening the gap between rural and urban areas and endangering language variety and cultural identities. Furthermore, a lot of teachers are not properly trained to teach English, which results in less-than-ideal learning outcomes. Specialized language instruction and individualized teaching strategies are only two of the inclusive policies that are required to solve these problems and help all students. Encouraging bilingual education strikes a compromise between maintaining regional languages and customs and fostering global English competence. Ensuring equitable resource distribution, comprehensive teacher training, and community involvement in policymaking are crucial steps towards creating an inclusive educational environment. By recognizing and addressing the challenges of EMI, we can foster an education system that values both global competitiveness and cultural heritage, providing equal opportunities for all students regardless of their socioeconomic background.
References
Alhamami, M. (2023). Inequity, inequality, and language rights in English as a medium of instruction programs. Evaluation and Program Planning, 99, 102297.
Jinghui, S. (2023). Lost in the EMI trend: language-related issues emerging from EMI practice. SAGE Open, 13(3), 21582440231181494.
Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language teaching, 51(1), 36-76.
Milligan, L. O. (2022). Towards a social and epistemic justice approach for exploring the injustices of English as a Medium of Instruction in basic education. Educational Review, 74(5), 927-941.
Nguyen, T. M. A. (2024). Effectiveness and equity in English-medium instruction: A comparative longitudinal study in a Vietnamese university (Doctoral dissertation, The Open University).
Phillipson, R. (2006). Language policy and linguistic imperialism. An introduction to language policy: Theory and method, 346-361.
Phyak, P. (2021). Subverting the erasure: Decolonial efforts, indigenous language education and language policy in Nepal. Journal of Language, Identity & Education, 20(5), 325-339.
Phyak, P., & Sah, P. K. (2022). Epistemic injustice and neoliberal imaginations in English as a medium of instruction (EMI) policy. Applied Linguistics Review.
Sah, P. K., & Fang, F. (Eds.). (2023). Policies, politics, and ideologies of English-medium instruction in Asian universities: Unsettling critical edges. Taylor & Francis.
Sah, P. K., & Li, G. (2018). English medium instruction (EMI) as linguistic capital in Nepal: Promises and realities. International Multilingual Research Journal, 12(2), 109-123.
Salomone, R. (2015). The rise of global English: Challenges for English-medium instruction and language rights. Language Problems and Language Planning, 39(3), 245-268.
Singh, R. B. (2024). “Challenges and Coping Strategies of Teaching English in an Under-Resourced Context: A Narrative Inquiry”. APPROVED B (Doctoral dissertation, Kathmandu University School of Education).).
Tupas, R. (2018). Market English as medium of instruction: Education in neoliberal times. In English medium instruction programmes (pp. 104-115). Routledge.
Author Bio: Nirmala Dhami is an Assistant Professor at Far Western University and a Ph.D. scholar. Her research interests include English Language Teaching (ELT), English Medium Instruction (EMI) policy and pedagogy, linguistic hegemony, and globalization. She is also focused on the professional development of teachers and research in policy and planning to enhance educational practices and outcomes.
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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Dearden, J. (2014). English as a medium of instruction-a growing global phenomenon. British Council.
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Lei, J., & Hu, G. (2014). Is English-medium instruction effective in improving Chinese undergraduate students’ English competence? International Review of Applied Linguistics in Language Teaching, 52(2), 99-126. https:// doi 10.1515/iral-2014-0005
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Nepal Law Commission. (2015).The constitution of Nepal. Government of Nepal.
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Phyak, P. (2018). Translanguaging as a pedagogical resource in English language teaching: A response to unplanned language education policies in Nepal. In International perspectives on teaching English in difficult circumstances (pp. 49-70). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-53104-9_3
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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.
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.
English Medium Instruction (EMI) is a global phenomenon, expanding rapidly across the world due to the influence of neoliberalism, instrumentalism, and the ideology of English as a global language. In Nepal, EMI has become a widely adopted medium of instruction policy, both in institutional and community schools. Consequently, many resarchers are studying various dimensions of EMI, both globally and in Nepal. In light of this, ELT Choutari has decided to publish a special issue focusing on “EMI Policies and Practices in Nepal” for its third quarterly edition (July-September 2024). This issue features the valuable insights and experiences of four distinguished scholars who have been actively researching and supervising EMI topics from diverse perspectives at universities both in Nepal and abroad. We have invited Associate ProfessorDr. Bal Krishna Sharma from the University of Idaho, USA, Prof. Dr.Bal Mukunda Bhandari, Prof. Dr.Tara Datta Bhatta, and Prof. Dr.Binod Luitel from Tribhuvan University to share their thoughts on various dimensions of EMI from a research standpoint. Our Issue Editor, Nani Babu Ghimire had an interview with them. Specifically, Mr. Ghimire has gathered their opinions and views on EMI based on three key questions.
Question: Given the growing number of scholars researching EMI, why do you consider EMI a significant and researchable issue at the moment?
Associate Prof. Dr. Sharma:
Whether you accept it or not, many countries and societies, including Nepal, are increasingly viewing English as a language of globalization, internationalization, transnational mobility, and a symbol of social prestige. However, many of these perceptions are based on myths, as the practical benefits of English proficiency often fall short of expectations. The adoption of EMI, particularly in countries like Nepal, is founded on the mistaken belief that it leads to better job opportunities, higher university rankings, and miraculous improvements in student achievement and educational quality. Nanibabu-ji, your research actually points out the issue to that direction. In reality, you discuss that much of this push for EMI originates from top-down policymaking influenced by stakeholders who may not thoroughly consider research findings. These stakeholders hold the belief that EMI offers specific advantages to universities and students, often driven by financial motives. Nepali parents and students must understand whether EMI genuinely delivers the benefits that policymakers and school administrators claim. Further studies are essential to assess whether EMI genuinely enhances students’ English proficiency. If not, introducing a foreign language can have adverse effects. For instance, imagine a student struggling to understand Nepali history because the instruction is in English, despite Nepal having Nepali and numerous other languages that could effectively facilitate learning. Even if instruction in every language is impractical, utilizing multiple languages can enrich content learning.
Prof. Dr. Bhandari:
Many non-English speaking countries have been providing education in English to attract foreign students… EMI is the main concern of academic subjects like Science and Mathematics or Finance and Economics; however, the English language teaching professionals and researchers are found more interested into this issue. When the modern schooling started in Nepal, the English language has been a part of education system either as a subject or the medium of instruction. Private schools have always preferred EMI and marked themselves different from other schooling systems in Nepal.
EMI was adopted along with the global spread of English in many countries of the world; however, it has been in discussion in the recent decades. In the context of Nepal, only after the government/ community schools started to switch themselves into English medium schools or they opened a wing as English medium, voices in support or against EMI have been raised. These voices about EMI have made this issue researchable.
Prof. Dr. Bhatta:
English Medium Instruction (EMI) has significantly drawn the attention among scholars and policymakers in Nepal due to its multifaceted and multi-dimensional impact on education and society. Research on EMI is thus crucial as it helps assess the alignment of Nepal’s educational policies with global standards and measures the effectiveness of EMI in equipping students with the necessary skills for global engagement.
In the same vein, the adoption of EMI in Nepal is influenced by complex socio-cultural factors. Historically, English has been associated with prestige and socio-economic advancement, a legacy of colonial education systems. Parents and students in Nepal often view EMI as a pathway to improved educational outcomes and enhanced career prospects. This perception is supported by the belief that proficiency in English—language capital—can open doors to better job opportunities and social mobility. Research into these motivations provides valuable insights into the socio-cultural drivers of EMI adoption and highlights the need to address both the perceived benefits and the potential drawbacks of this instructional approach.
Nepal’s rich linguistic diversity poses significant challenges for the implementation of EMI. With over 126 languages spoken across the country, the practicalities of delivering instruction in English while accommodating multiple native languages are complex in the heterogeneous classroom contexts. Research should focus on how EMI can be effectively implemented without undermining Nepal’s linguistic and cultural heritage. This involves exploring models that support bilingual or multilingual education and ensure that local languages are preserved alongside the promotion of English proficiency.
Educational equity is a critical concern in the context of EMI. While EMI aims to provide students with valuable English language skills, it may unintentionally worsen existing educational inequalities. Students from affluent backgrounds often have better access to high-quality EMI programmes and resources, whereas those from disadvantaged backgrounds may face significant barriers. Research into the impact of EMI on educational equity is essential for developing policies and practices that ensure fair access to quality education for all students. This includes investigating the effectiveness of targeted support mechanisms for students from lower socio-economic backgrounds and evaluating the role of government and institutional policies in promoting educational equity.
The integration of EMI into Nepal’s education system raises important questions about balancing globalization with the preservation of cultural identities. While EMI offers opportunities for global engagement and economic advancement, it also risks overshadowing local languages and traditions. Research should explore strategies for implementing EMI in a way that respects and integrates Nepal’s cultural and linguistic diversity. This involves developing educational models that allow students to benefit from global competencies while also valuing and preserving their cultural heritage.
In this sense, EMI has been emerging as a significant and researchable issue in the present era and considerable number of scholars from various universities of Nepal have been persuading their research on EMI.
Prof. Dr. Luitel:
In the contemporary scenario, as we know, there has been the craze for English considering its role as the international ‘lingua franca’. This is the language most widely being employed in association with international business, diplomacy, scientific-technological innovations, and various sorts of communicative exchanges from one corner to other corners of the globe – that can include social, cultural, and academic concerns.
In this context, academic institutions offering education from the lower to the higher levels are attracted towards employing English for running educational programmes; and people are also tempted towards educating their children through English – with the strong conviction that enabling their children to effectively communicate the contents in this language is the most fundamental criterion for their success. Despite the pedagogical reality that educating the children through mother tongue in the beginning years of schooling becomes the most effective way of their learning, schools have offered teaching-learning materials and organized the curricular and extra-curricular activities through English.
Basically, the issue of adopting EMI in the schools of Nepal should be considered from two angles: English medium at the level of formal requirements; and English medium at the level of classroom proceedings. When a school adopts English medium in using the textbooks and conducts examinations through English, the case is the use of EMI as part of formal requirements. Regarding EMI at the level of pedagogical practices, it should be implemented in the classroom proceedings when the teachers and students adopt it as if they are ‘immersed’ into English, without necessarily depending on the students’ native language or any other language.
EMI research, in the context of Nepal in particular, should be considered a very important field of exploration from these perspectives. It is essential to explore, how far English has been adopted as the medium of instruction at both the levels just mentioned – i.e. whether it is practiced at the level of using English medium textbooks and conducting the exams through English, or at the level of ‘immersed’ classroom pedagogy as well. In addition, there is also the need for researching the level of intellectual knowledge and insights gained by the younger children educated through EMI in comparison to those who have been educated through mother tongue or the national lingua franca (Nepali). Moreover, several issues related to parents’ perceptions, teachers’ competence, curricular materials are important for exploring the implementation of EMI in the context of Nepal.
Question:Based on your experiences, what aspects of EMI have recently been explored by novice scholars in Nepal?
Associate Prof. Dr. Sharma:
I find it challenging to pinpoint research outputs from novice scholars for several reasons. It’s known that novice scholars often collaborate with more senior researchers throughout the research process, writing, and publication phases. Both you and I have done this in various degrees and these outcomes from our colleagues and us have appeared in diverse formats such as journals (e.g., Journal of English Medium Instruction), edited volumes, handbooks, and region-specific publications. From my understanding, several areas have gained prominence within the EMI sub-field: EMI and higher education, EMI and translanguaging, and EMI and social justice, to name just a few. In higher education and EMI, researchers are exploring pedagogical practices to identify effective teaching strategies, methodologies, and assessment practices that balance content learning with language proficiency. Moreover, there is a growing interest in studying student outcomes to understand how EMI impacts academic performance, linguistic challenges, and long-term professional trajectories. Also, translanguaging, which involves the dynamic use of multiple languages by bilingual or multilingual speakers, provides a valuable framework for understanding EMI practices. By acknowledging learners’ entire linguistic repertoire, translanguaging is believed to promote a holistic approach to language learning. This allows students in EMI settings to use their native languages to understand and engage with content more deeply. Furthermore, researchers and practitioners both believe that translanguaging validates students’ cultural identities by boosting their confidence and motivation (Phyak et al., 2022; Sah & Li, 2022). There is a need for further exploration on how to effectively integrate this aspect into EMI frameworks. Finally, some research has raised concerns about social justice and inequalities stemming from EMI programs, particularly in multilingual societies like ours (Sah & Karki, 2020). There has been significant progress in critical applied linguistics through the works of scholars such as Suresh Canagarajah, Ryuko Kubota, Alaistair Pennycook, and others, who emphasize that language serves as a political tool influencing social identities and language ideologies—critical elements in language education and EMI today. Therefore, it is essential to continue examining the broader impacts of EMI on societies and individuals, particularly those on the margins (e.g., Indigenous language speakers, working-class people). Evidence indicates that EMI may be fostering or exacerbating educational and social elitism, a significant concern highlighted in research by Pramod Sah and also observed across various cultural contexts, including China, South Korea, and Hong Kong. It is important to acknowledge that if English becomes an additional barrier preventing students from accessing educational opportunities, it poses a serious issue that requires urgent attention. While not entirely avoidable, understanding and addressing these issues is essential to ensure that EMI contributes positively to educational equity and social inclusivity.
Prof. Dr. Bhandari:
EMI is a hot topic of research at present in Nepal. Though we find this topic in the reports, dissertations, and journal articles, it is yet to be understood from different facets. The researchers have so far tried to explore the policies and practices of EMI in the government schools from the stakeholders’ opinions who may not have sufficient understanding of it (Karki, 2023). On the other hand, I am not aware of any research in which an EMI teacher has been directly involved. The research with the already designed framework with limited informants may not bring the ground reality which can only capture the tip of the ice.
The findings so far have explained that EMI is the demand of the society, parents, and students therefore it is important and necessary (Ghimire, 2019; Phyak, 2016; Sah & Karki, 2020). They have also explored the challenges such as training teachers to teach in English, proper management from the side of the schools and extra financial burden for the parents.
Prof. Dr. Bhatta:
As I have above said, considerable number of scholars from various universities of Nepal have been persuading their studies on EMI. Most of the research they have made have highlighted the importance of teacher proficiency in EMI settings (Ojha, 2018). Many studies have identified gaps in teachers’ language skills and pedagogical practices, revealing that inadequate training can hinder the effectiveness of EMI. In this regard, novice scholars have explored how current professional development programmes address these challenges and proposed improvements to better equip teachers for EMI environments (Khatri, 2019).
Another area of research on EMI made by the research is the understanding the perceptions and attitudes of stakeholders—teachers, parents, students, and policymakers. Recent research has explored how these groups view EMI and their reasons for supporting or opposing it. Findings often indicate that while many stakeholders recognize the benefits of EMI for English language acquisition, there are concerns about its potential negative effects on students’ understanding of other subjects and cultural identity (Phyak & Sharma, 2020). Investigating these perceptions helps to identify areas of consensus and conflict, informing strategies for addressing stakeholder concerns and improving EMI implementation.
Similarly, the impact of EMI on student learning outcomes is a significant focus of recent research. Studies have investigated whether EMI improves English language skills and overall academic performance (Dearden, 2014). Results are mixed, with some students benefiting from EMI while others face challenges due to language barriers. This highlights the need for additional support mechanisms, such as remedial classes and differentiated instruction, to ensure that all students can thrive in EMI settings. Research in this area helps to identify best practices and interventions that can enhance the effectiveness of EMI and support diverse learning needs.
Moreover, recent research has examined how socioeconomic and linguistic factors affect students’ experiences with EMI. Studies have shown that students from lower socio-economic backgrounds and those with limited English proficiency may struggle more in EMI settings. This highlights the need for inclusive policies and practices that address these barriers and promote equitable access to EMI. Research should focus on identifying strategies to support students from disadvantaged backgrounds and ensure that EMI serves as a tool for educational equity rather than perpetuating existing inequalities.
The development of curricula and instructional materials for EMI has been another area of exploration. Scholars have investigated how to design curricula that effectively integrate English language learning with subject content. This includes evaluating the quality and relevance of textbooks and digital resources used in EMI settings. Research in this area advocates for curricula that are not only effective in teaching English but also culturally responsive and contextually appropriate for Nepal’s diverse student population.
The role of technology in enhancing EMI has been explored to assess how digital tools can support language learning and instructional practices. Research has examined the use of online platforms, language learning apps, and other technological resources in EMI settings. Many scholars have been working on EMI for their MPhil or PhD dissertations.
Prof. Dr. Luitel:
One of the issues picked up by the scholars for exploration in this regard is related to the parents’ temptation towards EMI and the social perception towards it (Ghimire, 2024). In the context of a developing country like Nepal, social perception towards EMI has been associated with ‘prestige’ to some extent. Accordingly, teachers teaching in schools through English medium are regarded with higher prestige compared to others who do not use EMI. Thus, EMI in relation to teachers’ and students’ social identify has been the matter of exploration to some extent.
Practically speaking, in the context of community schools, there are the cases of adopting EMI as well as abandoning EMI due to various reasons; and researchers’ interest in identifying the factors associated with these opposing cases have also been the concerns for exploration in Nepal. From such explorations, it is identified that schools are tempted to adopt EMI to address the demand of parents and for their own institutional sustenance; and they tend to abandon EMI if the teaching staffs cannot handle it due to the lack of competence and confidence required for instructional delivery through English.
Equally, there is also the interest among scholars regarding the use of students’ home language or the national language (Nepali) while teaching English. One of the realities in the context of second language teaching-learning is that the learner comes to learn this language with some already pre-occupied language which s/he deploys in the course of learning anything new. This psychological reality has several dimensions that need to be explored furthermore.
Question:Reflecting on your own practice and engagement in EMI research, which areas of EMI do you believe need further exploration in the future?
Associate Prof. Dr. Sharma:
I am still learning more about this topic, but based on my review so far, I identify three primary areas that need more attention in EMI research now and in the future. First, EMI and Content and Language Integrated Learning (CLIL) have been largely treated as distinct areas of research until today; however, they share overlapping goals and principles. EMI focuses on teaching academic subjects in English in contexts where English is not the first language, primarily aiming to enhance students’ language proficiency and academic success in English. CLIL, on the other hand, integrates content and language learning simultaneously; it emphasizes both subject mastery and language acquisition through a dual-focused approach. Despite their different origins and emphases, both EMI and CLIL seek to improve students’ academic outcomes and language skills. I strongly believe that integrating findings from both fields or having researchers from these seemingly different lines of research collaborate could be beneficial. Insights from CLIL’s methodologies on balancing language and content objectives can inform EMI practices; this can ensure that students not only learn the subject matter but also develop their English proficiency effectively. Conversely, research from EMI can provide CLIL practitioners with strategies for addressing academic language needs. This integration has the potential to enhance pedagogical practices and improve student outcomes, especially in contexts like ours where there is a growing emphasis on developing English abilities alongside content knowledge. At the same time, I believe it is crucial to collaborate with content area teachers and researchers; to my knowledge, very few studies involve partnerships with subject specialists and practitioners; this is the case not only in Nepal, but globally,
Second, I have read more about EMI research in the Nepali context, which repeatedly points out that “teachers are not well-trained to teach content subjects in English,” as highlighted by our own wonderful researchers including Prem Phyak (and myself), Pramod Sah, Jeevan Karki, Nani Babu Ghimire, Tek Mani Karki, Mohan Singh Saud and others. Future research should examine in more detail the design and implementation of teacher preparation and professional development programs, which are crucial for ensuring effective educational outcomes. There are hardly any formal programs that support our teachers at the grassroots level. It is essential to move beyond basic training and ask what types of professional development programs are most effective in bringing about meaningful changes in teaching practices. Effective programs should address not only language proficiency but also pedagogical skills to effectively teach content. Researchers can collaborate with practitioners and curriculum developers to offer ongoing support, such as mentorship and reflective teacher development, to help them refine their practices. In this sense, researchers have more responsibility than simply “understanding” the EMI phenomenon; because they often come with knowledge of best practices from other contexts, they can effectively work with teachers to localize effective EMI practices and strategies. Perhaps you could be an example for this through your doctoral research and participation in teacher development programs.
Finally, the integration of technology and artificial intelligence (AI) in EMI could be another potential area of exploration. It’s proven that technology can provide innovative tools and platforms that support both teaching and learning in EMI contexts, with an emphasis on language and content. For instance, AI-driven language learning applications can offer personalized language practice, instant feedback, and adaptive learning paths tailored to individual student needs. Students and teachers can utilize this dimension for content learning as well. I understand that the digital divide between the poor and rich is wide in Nepal, but in contexts where technology is already integrated into education, practitioners can bridge these interfaces.
My best hope is that greater research and policy focus will be directed towards the thousands of children compelled to learn in English from their first year of primary school, as we see in Nepal and in many other world contexts. For me, there remains a pressing need for a detailed understanding of how English-medium instruction affects these children’s language identity, their access to content and the curriculum, and their overall literacy and language development across all languages.
Prof. Dr. Bhandari:
Seeing private schools performing better in the school level tests such as SEE, and also higher education, the parents and other stakeholders understood English as the instrument for better/standard education. They have not explored other aspects of EMI management. In addition to the medium, there are several determining factors that play crucial roles for imparting quality education. Most of the researchers have come up with the findings that in the name of EMI, English medium books are used but the classroom delivery is not in English, and the school environment is the same whatever the medium is (Ghimire, 2019; Gim, 2020). The studies have also reported that many community schools were not successful to run English medium education, and thus turning back to Nepali medium. The notion of successful education has to be properly defined, and it should be seen in the real life of the graduates. Despite the challenges, EMI has many implications which should/could be the area of research. Furthermore, the practice of language policy and planning in other countries may help manage EMI in Nepal.
Prof. Dr. Bhatta:
As it is an emerging area of study as well as the interest of many people, there are lots of areas for further exploration in the future.
One of them includes longitudinal studies to assess the long-term effects of EMI on students’ educational and career outcomes. While current research often focuses on immediate impacts, understanding how EMI influences students’ academic achievements and professional trajectories over time is crucial. Longitudinal studies can provide valuable insights into the sustained benefits and challenges of EMI, helping educators and policymakers develop strategies that support students throughout their academic and professional careers.
Another research is needed to explore how EMI affects cognitive development. While some studies suggest that bilingualism associated with EMI can enhance cognitive skills, there are concerns about cognitive overload, particularly for younger students (Phyak et al., 2022). Investigating how EMI impacts cognitive processes such as problem-solving, memory, and attention can provide a deeper understanding of its effects on cognitive development and inform instructional practices that optimize learning outcomes.
Similarly, the impact of EMI on teachers’ professional identities and roles warrants further exploration. Teachers in EMI settings often face unique challenges in balancing language instruction with content delivery. Research should examine how EMI affects teachers’ perceptions of their roles, job satisfaction, and instructional practices. Understanding these dynamics can provide insights into the support and professional development needed to enhance teachers’ effectiveness and well-being in EMI contexts.
Given Nepal’s linguistic diversity, exploring how EMI intersects with multilingual education policies is essential. Research should investigate how EMI can be integrated into frameworks that support multilingualism, allowing students to develop proficiency in English while also valuing their native languages and other national languages. This includes examining models of bilingual or trilingual education that balance global competencies with local linguistic and cultural identities.
The socio-cultural implications of EMI on students and communities need further exploration. Research should investigate how EMI influences social cohesion, cultural values, and identity formation. Understanding how EMI affects students’ perceptions of their cultural heritage and social interactions within their communities can guide the development of policies that respect and celebrate Nepal’s cultural diversity while promoting global competencies.
Future research should focus on innovative pedagogical practices that enhance EMI effectiveness. This includes exploring instructional strategies, assessment methods, and classroom management techniques tailored to EMI settings. Research should identify best practices that promote active learning, critical thinking, and student engagement. This involves investigating the role of technology, collaborative learning, and culturally responsive teaching methods in improving EMI outcomes.
Prof. Dr. Luitel:
In the contemporary context when EMI schools are ‘mushrooming’ in the country, there are a few issues and concerns that deserve attention in research. One of them is related to the compatibility of EMI with the institutional capability in terms of teachers’ competence to handle it in particular (Ghimire, 2021; Karki, 2018; Ojha, 2018; Poudel, 2019). Similarly, the matter of linguistic complexity and content related qualities of the input offered in the materials (textbooks) is of prime importance for exploration.
Most importantly, I have noted the issue of developing our students’ linguistic capability and communicative competence as per the national development needs. In this regard, the crucial matter is related to how far we are preparing the students to serve the purpose of transferring the knowledge and insights from English to Nepali and vice-versa. We need the future citizens who can grasp the world knowledge through English and communicate it into Nepali for national benefit as well as ones who can effectively describe and disseminate the contents gathered or generated in Nepali to the world for making the country well-known to the rest parts of the globe. In doing the jobs in both ways, we need the committed citizens who can work for national interest.
In this connection, promotion of bilingual education is highly important; and in EMI research, the researchers should be concerned more about how far the policies and practices of EMI have been (or can be) instrumental towards promoting bilingual competence among the students in the schools of Nepal. This concern is related to the issue of learners’ competence in L1-L2 (Nepali-English) bridging – which has been my area of interest in research and innovations in the field of language pedagogy.
References
Dearden, J. (2014). English as a medium of instruction – a growing global phenomenon. British Council. https://tinyurl.com/2vx3v6ds
Ghimire, K. P. (2024). Perceptions on English as a Medium of Instruction in Community School in Nepal. KMC Journal, 6(1), 176–191. https://doi.org/10.3126/kmcj.v6i1.62339
Ghimire, N. B. (2019). English as a medium of instruction: Students’ discernment in Nepal. Education and Development, 29, 146–160.
Ghimire, N. B. (2021). Teacher identity in English medium instruction schools of Nepal. Journal of NELTA Gandaki, 4(1-2), 42–56.
Gim, S. J. (2020). Nepali teacher identity and English medium education: The impact of the shift to English as the medium of instruction at Nepali public schools on teacher identity (Publication No. 28257970) [Doctoral dissertation, Biola University]. Proquest Dissertations and Theses Global.
Karki, J. (2018). Is English medium instruction working? A case study of Nepalese community schools in Mt. Everest Region. In D. Hayes (Ed.), English language teaching in Nepal: Research, reflection and practice (pp. 201–218). British Council. https://tinyurl.com/2ppw3972
Karki, T. M. (2023). English as a medium of instruction in community schools of Nepal: Policies and practices [Unpublished docotral dissertation]. Tribhuvan University, Faculty of Education, Kathmandu.
Khatri, K. K. (2019). Teachers’ attitudes towards English as medium of instruction. Journal of NELTA Gandaki, 2, 43–54. https://doi.org/10.3126/jong.v2i0.26602
Ojha, L. P. (2018). Shifting the medium of instruction to English in community schools: Policies, practices and challenges in Nepal. In D. Hayes (Ed.), English language teaching in Nepal: Research, reflection and practice (pp. 187–200). British Council. https://tinyurl.com/2ppw3972
Phyak, P. B. (2016). ‘For our cho: Tlung’: Decolonizing language ideologies and (re) imagining multilingual education policies and practices Nepal (Publication No. 10587361) [Doctoral dissertation, University of Hawaii]. ProQuest Dissertations and Theses Global.
Phyak, P. B., Sah, P. K., Ghimire, N. B., & Lama, A. (2022). Teacher agency in creating a translingual space in Nepal’s multilingual English-medium schools. RELC Journal, 53(2), 431–451. https://doi.org/10.1177/00336882221113950
Phyak, P. B., & Sharma, B. K. (2020). Functionality of English in language education policies and practices in Nepal. In R. A. Giri, A. Sharma, & J. D’Angelo (Eds.), Functional variations in English (pp. 321–335). Springer. https://doi.org/10.1007/978-3-030-52225-4_21
Poudel, P. P. (2019). The medium of instruction policy in Nepal: Towards critical engagement on the ideological and pedagogical debate. Journal of Language Education, 5(3), 102–110. https://doi.org/10.17323/ jle.2019.8995
Sah, P. K., & Karki, J. (2020). Elite appropriation of English as a medium of instruction policy and epistemic inequalities in Himalayan schools. Journal of Multilingual and Multicultural Development, 44(1), 20–34. https://doi.org/10.1080/01434632.2020.1789154
Sah, P. K., & Li, G. (2022). Translanguaging or unequal languaging? Unfolding the plurilingual discourse of English medium instruction policy in Nepal’s public schools. International Journal of Bilingual Education and Bilingualism, 25(6), 2075–2094.
Schools can today participate in committing linguistic genocide through their choice of the medium of formal education – and they do. (Skutnabb-Kangas, 2010, p. 212)
The above quotation by Skutnabb-Kangas (2010) ought to be self-evident. The situation in some public schools in Nepal is that they are running after English medium instruction. In Nepal, the official language is Nepali and English is taken as a foreign language. It shows that the language of instruction in schools should be Nepali as it is the formal language in Nepal. Yet English as a medium of instruction policy has been adopted by some schools especially in urban areas believing that English medium brings so-called quality. Are they bringing quality in education or committing linguistic genocide as Skutnabb-Kangas says?
The medium of instruction (MOI) policy has been a controversial issue in the context of Nepal. Nepal has adopted a neoliberal policy regarding the MOI. CDC (2019) states that the MOI at the Basic Level (Grades 1-8) will be either mother tongue or Nepali. NCF states that social studies and Nepali should not be taught in English; however, other subjects can be taught in English at the Basic Level (p. 36) at the secondary level (Grades 9-12), the MOI will be Nepali or English. The government policy mentions that children can get education in their mother tongue since it is their right; or Nepali can be the MOI as it is the lingua franca of Nepal. Neglecting the linguistic human rights (Skutnabb-Kangas, 2006) of the children to get education in their language, there has been a shift to English Medium Instruction (EMI) in some public schools in Nepal. Is it justifiable to do so or are the public schools violating the language rights of the school children? This is a debatable question to be discussed in public discourses. Considering this issue, this paper discusses whether EMI is for quality education or the destruction of minority languages in Nepal.
Discussion
It is agreed that students learn better when they understand what the teacher is saying (Brock-Utne, 2010; Klaus, 2001), and this is possible only through the learners’ mother tongues. If the children are provided education in other languages, they often remain silent or become puzzled. Let me relate this issue to the experience of one of my colleagues. When my colleague (Tamang as the mother tongue) was admitted to school, he didn’t understand anything that the teachers said or taught. There was another Tamang student who also knew the Nepali language. Then he used to ask what the teachers said. This example clarifies that students learn better in their language only. What we infer from this event is that we are destroying the knowledge of the students. Learning is for the knowledge of the subject matter. It does not mean that we can get better knowledge in English only. If this was true, Chinese, Korean and Japanese learners would be the weakest ones in the world, but it is not so. These countries are far forward in science and technology including education. Therefore, adopting EMI and compelling the learners to get education is destroying their clear-cut knowledge in content areas.
Another argument is that indigenous languages are destroyed through the adoption of EMI policy in schools. Languages get protected, survived, and promoted through their use, especially in education. Skutnabb-Kangas (2010) argues that schools can kill languages that had survived for centuries when their speakers were not exposed to formal education. This is what happened through the adoption of the EMI policy in the public schools of Nepal. Nepal is a multilingual, multicultural and multiracial country with 131 indigenous languages spoken by 125 ethnic groups (Language Commission, 2020). Since there has been a growing trend of using EMI in public schools in Nepal, learners’ mother tongues are endangered. Once when I was in the field collecting data for my research work, one Rana student (Rana language is one of the indigenous languages of Nepal) who was studying in a public school in Kailali district where EMI was implemented said, “I don’t want to learn and speak my mother tongue. If there is no use of my language in school and in the market, then why should I use it? Only my parents speak it but I use Nepali to talk to them at home.” This shows that the use of EMI is one of the causes that obstruct students to use local or other indigenous languages at home. In my neighborhood, one family belonging to the Newar community. Both the father and the mother are educated and job holders. Their children study in a private English medium school. I have never heard them speaking the Newari language even with their children. When I asked, “Why don’t you use the Newari language at home with your children?” The father replied, “Sir, what’s the use of using our language if it has no value in society? So we want our children to learn only Nepali and English.” Thus, there is linguistic genocide (Skutnabb-Kangas, 2000) or the policy that encourages language shifts in multilingual societies. EMI in education is playing a crucial role in this case. Skutnabb-Kangas (2001) argues that linguistic human rights are necessary for maintaining linguistic and cultural diversity on earth. Only the use of mother tongues in education can support the maintenance of linguistic diversity, thereby preserving and promoting indigenous languages.
English is taken as a killer language (Gutiérrez Estrada, & Schecter, 2018; Khaled, 2020; Schrijver, 2013). If so, how can EMI policy in education remain its exception? Although English is a global lingua franca, it is an agent of making other languages disappear because of people’s attraction towards the use of English in education, media, public spheres, tourism, and other sectors.
I argue after Brock-Utne (2010) that English in education is the language of destruction rather than instruction in two senses. First, the use of EMI in education is destroying and limiting the knowledge of education in the learners since they do not get a clear-cut concept of the subject matter in English. Second, the use of EMI in education is destroying the learners’ mother tongues.
Conclusion
I conclude my argument that the only way to preserve and protect the indigenous languages thereby imparting crystal clear knowledge to the learners about the subject matters is through the use of mother tongue-based education especially up to basic level (1-8) education. It is believed that the more languages the learners know; the more cognitive development they have. Following this assumption, I propose that some subjects related to local knowledge can be taught in the learners’ mother tongues, the subjects of national importance can be in Nepali, and the subjects like Maths, Science, and Computers can be taught in English. It is the responsibility of the nation to protect the indigenous languages of the country. The linguistic and cultural diversity of a country is the property and identity. Therefore, the linguistic human rights of children must be preserved. We can never imagine this through the use of EMI in education.
References
Brock-Utne, B. (2010). English as the language of instruction or destruction–how do teachers and students in Tanzania cope? In Language of instruction in Tanzania and South Africa-Highlights from a project (pp. 77-98). Brill.
Gutiérrez Estrada, M. R., & Schecter, S. R. (2018). English as a” Killer Language”? Multilingual Education in an Indigenous Primary Classroom in Northwestern Mexico. Journal of Educational Issues, 4(1), 122-147.
Khaled, D. Y. A. (2020). English as a killer language: South Africa as a Case Study. International Journal of Linguistics, Literature and Translation, 3(3), 72-79.
Klaus, D. (2001). The use of indigenous languages in Early Basic Education in Papua New Guinea: A model for elsewhere? Paper presented the Annual Conference of the Comparative and International Education Society held in Washington DC. March 17, 2001.
Language Commission (2020). Annual Report (5th). Language Commission.
CDC, (2019). National level curriculum framework for school education in Nepal. Sanothimi: Curriculum Development Center, Ministry of Education, Science and Technology, Government of Nepal.
Schrijver, P. (2013). Languages Competing for Speakers: English as a Killer Language. In Language Contact and the Origins of the Germanic Languages (pp. 20-22). Routledge.
Skutnabb-Kangas, T. (2000). Linguistic genocide in education – or worldwide diversity and human rights? Routledge.
Skutnabb-Kangas, T. (2001). The globalisation of (educational) language rights. International Review of Education, 47(3), 201-219.
Skutnabb-Kangas, T. (2006). Language policy and linguistic human rights. An introduction to language policy: Theory and method, 273-291.
Skutnabb-Kangas, T. (2010). Language rights. Handbook of pragmatic highlights. Society and Language Use, 7, 212-232.
About Author
Mohan Singh Saud is an Associate Professor of English Language Education, ELT trainer, book writer, poet, editor, and researcher from Nepal. He is the visiting faculty at Chandigarh University, Panjab, India. His areas of interests in research include grammar teaching, teachers’ professional development, medium of instruction, English medium instruction (EMI), mother tongue-based medium of instruction, teaching English as an international language, English language teachers’ training and education, linguistic diversity, and globalisation.
[To cite this: Saud. M.S., (2022, October 15). Is English in Education a Medium of Instruction or Destruction? [blog post]. Retrieved from https://eltchoutari.com/2022/10/is-english-in-education-a-medium-of-instruction-or-destruction/]
The use of English as a medium of instruction (EMI) in schools has become a growing issue in the context of Nepal. This paper explores some examination practices in the EMI policy adopted community school (EMI school) in Nepal. Considering an EMI school as a case, I have collected qualitative data using multiple methods such as observation, interview, and informal interaction concerning the issue, and analyzed and interpreted the data thematically. The students need explanations of every question in the Nepali language before they write the answers. The negative washback seems to be extended to the examination hall. The examination practices employed in the EMI school raise a serious question about the way they learn the content using EMI.
Due to globalization, the use of EMI at school and university levels has become a contemporary and emerging issue in the global context and so is the case in the context of Nepal. Several studies from home and abroad show that the stakeholders of schools and colleges are shifting the medium of instruction (MOI) used in the schools and colleges to English, especially in the countries where the native languages being used are other than English, like Nepal. For this reason, the EMI issue has been a fresh area to study for researchers and academicians.
A number of studies (e.g., Baral, 2015; Bhatta, 2020; Brown, 2018; Ghimire, 2019; Gim, 2020; Joshi, 2019; J. Karki, 2018; Khanal, 2020; Khati, 2016; Ojha, 2018; Paudel, 2021; Phyak, 2013, 2018; Poudel, 2019; Ranabhat, Chiluwal, & Thompson, 2018; Sah, 2022; Sharma, 2018; Weinberg, 2013, to name a few) have been conducted concentrating on the EMI/MOI issues in Nepalese context. These studies especially focus on the assumptions, teachers’ identity, ideology, agencies, opportunities, challenges, possibilities, policies, and practices of EMI/MOI issues in general; however, less attention is paid to the examination practices in particular. So, in this paper, I endeavor to explore the examination practices employed by the EMI school selecting a secondary community-based school in a rural area of Bagmati Province, Nepal as a case.
Methods of the Study
This study employs the “case study” (Stake, 2008; Yin, 2016) research design selecting an EMI school as a “case” and the “examination practice” of the school as a phenomenon of the study. Multiple methods (i.e., nonparticipant overt observation of examination activities, interviews with three teachers teaching in Grades four and five, and informal interaction with two students of Grades four and five) were used for information collection. The data were transcribed and translated into English and interpreted categorizing them into themes.
Results and Discussion
The information was interpreted categorizing them into two themes: dependent on the teachers, and the existence of negative washback effect. They are discussed with supporting details below.
Dependent on Teachers
The students participated for the examinations in the hall seemed to be dependent on the teachers for writing the answers. The students started writing the answers to the questions only after the subject teachers’ explanations of the questions with the clues to write the answers. The students seek clarification of the instruction of each question written in English for understanding in Nepali language used in the paper. They wanted the meaning of the particular question, and meaning and spelling of the words, from which the students got the clues for writing the answers to the objective questions particularly. Regarding this, I have mentioned two short pieces of discourse held during the examinations of Class 5, Science and Class 4 Social Studies respectively in the hall.
Examination discourse # 1
S1: Miss, esko question sarnu parchha? (Miss, should we copy the question? [in the answer paper]?)
T: timiharule question sarnu pardaina answer-answer matra lekha (No, write only the answers).
S2: Miss, jo duiko (a) ke bhaneko ho bhanidinuna (Miss, please, tell me what Question 2 (a) means).
T: pani dherai chiso bhayo bhane ice banchha ,thik ki bethik? (Water can be converted into ice on cooling, true of false?)
S2: e… (um. . .)
S3: Miss, question no 3 ko (a) ko meaning bandiununa (Miss, please, tell me the meaning of Question 3 (a)).
T: J-u-p-i-t-r [spelling the letter] jupiter, jupiter bhaneko grahako naam ho thaahaa chhaina? (Jupiter is a planet, don’t you know?)
S4: Miss, aath [8] number ko (a) ko bhandinuna (Miss, please, what is meant by Question 8 (a)).
T: What are amphibians? Amphibians ke lai bhaninchha?
S4: amphibians ko meaning ke hunchha, miss? (what is the maning of amphibians?)
T: jamin ra paani dubai thaaumaa basne janawaar ho ni asti nai class maa padheko hoina? (amphibians live both on land and water, don’t you know?)
Examination discourse # 2
S1: Sir, “maaghi”ko meaning ke ho? (Sir, what is the meaning of “maaghi”?)
T1: “maaghi” bhaneko parbako naam ho (“maaghi” is a name of a festival)
S2: Maam, “gaura” bhaneko ke ho? (Maam, what is the meaning of “gaura”?)
T2: “gaura”bhaneko euta chaad ho (“gaura” is a festival).
S3: Miss, “mother” ko spelling bhandinununa (Miss, please, tell me the spelling of “mother”)
T2: lu hera tyeti pani najaaneko? “m-o-t-h-e-r” hoina? (Oh! You don’t even know the spelling of m-o-t-h-e-r mother?)
S4: Miss, yo (C) number ko ke bhaneko? (Miss, please, tell me what question C means?)
T2: “alcohol ko prayogale ke asar garchha” bhaneko ho? (It means-what are the effects of consuming alcohol?)
Note: The expressions written in italic are the Nepali words used by the participants and in the square brackets are my explanation.
During an interview, concerning the use of Nepali language, a teacher, Tarun expressed that they often used it “due to the low level of students’ knowledge in English”. He added “you saw in the examination hall, they could not write anything unless we [teachers] explained each question in Nepali”. The interesting point is that no single English sentence was used in the conversation though the EMI policy is adopted in the school.
There can be many reasons for behind the use of Nepali language in the discourse. One reason can be the teachers’ low proficiency in English which is similar to some studies in the past (e.g., British Council, 2013; LaPrairie, 2014; Mohamed, 2013; Sah & Li, 2020) and they feel difficulty in teaching and making the students comprehend in English. The other can be the students cannot understand due to their low level of English language knowledge (Wirawan, 2020). Whatever the reason may be, the students fully depend on the teachers for the use of Nepali language to understand the questions and solve the problems. The shreds of evidence in the discourses held in the examination hall and with the teacher imply that there is enough space for suspicion of accomplishing the learning outcomes set in the curriculum with the use of EMI.
Extended Negative Washback
The “negative washback” refers to the undesirable effect of the test on teaching and learning activities (Alderson & Wall, 1993; Chan, 2018; Cheng & Curtis, 2004) that precedes and prepares for the assessment. The negative washback seems to have been extended to and reflected in the examination practices in the EMI school. That is to say, the teaching-learning activities were performed keeping the testing system in mind, and during the examination, the problems to be solved in the examination hall were frequently signaled referring back to the classrooms activities as a clue to the examinees to solve the problems.
Once in the examination hall, Lila, a teacher, responded to a question made by an examinee “Didn’t I ask you to read the same answer some days ago in the class while practicing for the exam?” She added, “Do it in the same way” in a reminding tone. This expression signaled the extension of negative washback effect to the examination. Moreover, in the examination hall, it was seen that the answer to one of the subjective questions of many students was written exactly the same way in terms of its content, length, and structure.
With reference to this issue, one student expressed, “our teachers provided the questions and their answers just before the examination started” and she added that the students “memorized the answers for writing in the examinations” while I informally interacted with her. In line with the same view, another student, showing the evidence in his book, put his remark that “the teachers ticked the questions to be asked in the exam when the examination schedule was published” he further stated that they read the same answers to prepare for the exams. They both agreed that they normally get help from the teachers to solve the questions in the examination hall.
Teachers even agreed with the statements shared by the students. In an interview, a teacher, Jina, remarked that she normally selects “some possible questions with their answers to be asked in the examinations” and asks the students to memorize the answers. Relating to the issue, a Social Studies teacher, Lila stated, “I pick out some questions from the important chapters and repeat them many times for the examinations”. She further added “the students feel difficult to write the answers unless we provide them with the answer clues.” Her statements reflect the extension of negative washback to the examination practices. The pieces of evidence mentioned reveal that replicating the questions, which were practiced and asked the students to memorize earlier in the classes for the examination purposes, and helping the students to solve the questions in the examination, in other term, extension of negative washback effect, appeared to be a common strategy prepared and applied by the teachers in the EMI adopted school.
The extension of negative washback effect to the examination practices in the EMI school may not be favorable for learning because they may well miss the mark to reflect the “learning principles or the course objectives to which they are supposedly related” (Cheng & Curtis, 2004, p. 9), they oppose to “learning through exploration or discovery” (Tania & Phyak, 2022, p. 141), and they do not match the examination policy (T. M. Karki, 2020) prepared by the concerned authorities. Supporting the issue, Manocha (2022) views that it may not be a good strategy because it does not allow the students to use their “prior knowledge of language” and discourages them to share their “stories and experiences related to the text”, as a result people may question in the effective implementation of EMI policy from the teaching and learning perspectives.
Conclusion
In this study, I have explored the examination practices employed by the EMI-adopted community-based school. The students seem to be reliant on the subject teachers and their Nepali explanations of instruction mentioned in English and each problem appeared in the English-medium question paper. The extension of the negative washback effect to the examination hall was observed in the study. Although this study is limited to a single but discontinuously upgraded EMI policy-adopted school located in a rural area of Nepal selected for the case study, it provides information that can be true to the other EMI school more or less in a similar context. For more wide-ranging, trustworthy, and extensively applicable outcomes, similar but larger-sized studies in the future are recommended.
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About Author
Tek Mani Karki is a Lecturer at Tribhuvan University, Department of English Education, Mahendra Ratna Campus, Tahachal, Kathmandu. Currently, he is pursuing his Ph.D. degree entitled “English as a Medium of Instruction in Community Schools of Nepal: Policies and Practices”. His areas of interest in research are language education policy and teacher professional development.
[To cite this: Karki. T. M., (2022, October 15). Examination Practices in English as a Medium of Instruction School [blog post]. Retrieved from https://eltchoutari.com/2022/10/examination-practices-in-english-as-a-medium-of-instruction-school/]
English as a Medium of Instruction (EMI) has become widespread due to globalization and the growing demand of developing nations, particularly in Nepalese public schools which are assumed as a symbol of quality education. This new trend of adopting EMI caught the attention of parents on the impact and changes in education. The study explores the perceptions of parents on the implementation of EMI in public schools through Bourdieu’s lens of the symbolic power of language theory. Based on an in-depth interview with three parents of Kanchanpur, the perceptions on the implementation of EMI in school education are explored. The data analysis reveals EMI is perceived as an investment for developing advanced English skills and an uplifting lifestyle. The result shows EMI is just a fashion and propaganda to increase the number of students. Despite the demand of parents in society, some public schools are switching to EMI without proper preparation. Also, EMI is the preference as a mantra of competition. Findings indicate that the public schools need to close their ears for howling mob i.e. EMI as synonyms of quality education without proper preparation and readiness because hunting needs loaded guns and hunting skills.
Keywords: EMI, fashion, social strata, competition
Introduction
As English is an international language, its use in different areas of social science is growing rapidly all over the world. The use of English from business to education is rapidly increasing. The rapid use of English in different aspects of society is dominating other languages of the world. Further, the English language is becoming a global lingua franca that links critical turns such as globalization, global economy, transnational communication, education, and the Internet (Sah& Li, 2018). Since English is integrated into every aspect of life, it has become obligatory in order to uplift social, economic status in the globe. In this regard, Bourdieu (1993) states English has become one of the best sources of achieving power, linguistic capital, and access. We visualize the choice of English in different schools even in remote areas of the world. With this notion, non-native countries are adopting English as a Medium of Instruction (EMI) though its implementation is great intimidation to the indigenous languages (House, 2014). Its effect is visible in the education sector where these countries are adopting EMI even from the basic level. As a result, English is practiced as an academic subject from the very beginning of formal education (Dearden, 2015), as people assume that EMI provides better socioeconomic mobility (Sah & Li, 2018). So, the hegemony of English is vividly felt in every aspect of social life including school education.
However, EMI is one of the prominent issues in the context of Nepal where private schools have already adopted and public schools have been mushrooming. EMI is taken as the prestige of school though schools are under-resourced (Gnawali, 2018) and lacking will power in real classrooms. Implementing EMI in such a situation has created problems in students learning achievement and creativity. In this regard, Sah and Li (2018) say implementing EMI without proper preparation resulted in negative outcomes: students neither achieve content knowledge nor English language skills. On the contrary, Evans, and Morrison (2016) state the graduates of EMI schools seem more confident in English ability, received superior examination grades, and able to adjust to diverse social contexts. As the entire world has been emphasizing the English language, countries like Nepal, India, Indonesia, and Ghana have been switching towards EMI without proper preparation.
In developing and non-English speaking countries EMI has different faces. As an instance, EMI in Indonesia is taken as a symbol of prestige and power where English Language teachers play an agentive role (Zacharias, 2013) for its promotion. In the same way in Taiwan, students agreed that English instruction helped them improve their English proficiency (Chang, 2010) though, in Pakistan, it was neglected to point its negative effects in mainstream education (Ahmed, 2011). According to Haider and Fang (2019), English is proving linguistic capital for elites although the lack of opportunities in general school leads to failure in professional life in Pakistan. On the other hand in China, Hu, Li,& Lei (2014) portrait EMI as a gatekeeper of access to English and other potential benefits. As English and its use in education have been increasing, many public schools are adopting it massively as a medium of instruction. To put it in a nutshell, in some countries EMI is a boon and for a few others, it’s a bane.
Similarly, parents send their children to private schools in urban areas because of their global status. They are willing to get and give education through EMI, even though they have low economic status. English is synonymously taken as a part of skills development (Erling, 2014) so all parents prefer to send their children to EMI implemented schools. Similarly, English is taken as a superior language and English-educated people are taken as highly prestigious in the society, therefore, parents are demanding EMI even in public schools though policies encourage mother tongue-based multilingual education (Phyak, 2016). This shows the gap between policy and practice. Similarly, implementing EMI created tension among parents having low economic status though they strongly prefer it. In this vain, Poudel (2019), says in the context of Nepal, English is the most influential language among upper and middle classes. It has created the strata in society as EMI educated are taken as superior and Non-EMI educated are as inferior.
However, most of the research on the EMI is primarily focused on teachers’ readiness, policy analysis, the effect of EMI, and students’ demands. The real perceptions of parents from the root level have not been well explored among scholars and policymakers in the context of Nepal. This study, therefore, aimed to explore the perception of parents’ on the implementation of EMI in public schools. It further tried to answer the question ‘how do parents narrate their experiences of sending their children to EMI implemented public school?’
Despite these useful studies, there is still a dearth of research investigating the perceptions of parents on the implementation of EMI in public schools. This study, therefore, aims to explore the perceptions of parents on the implementation of EMI in public schools. This study addresses the following question:
How do parents narrate their experiences of sending their children to EMI implemented public school?’
Reviewing Nepalese language planning and policy status
Language planning is an important process that enhances and reforms the entire linguistic situation of the country. It is also the national or international strategy to promote the selected language(s). Many ups and downs are found in the language planning of our country. Regarding this, Bist (2015) writes that the Nepal National Education Planning Commission (NNEPC) 1953 AD suggested that English needs to be started from grade four to Bachelor level as a compulsory subject. However, through its report in 1956, the commission recommended removing English from the Medium of instruction, which was in practice since the Rana regime.
Furthermore, the Education Act (1971) was amended by The Education and Sports Related Some Nepal Acts Amendment Act (2007) with the policy that the Nepali language or English language or both languages shall be the medium of instruction in a school in its section seven, subsection one. Similarly, in subsection two (a) it is included that the mother tongue may be the medium of instruction up to primary education, and in subsection two (d) we can find the policy of English language medium while teaching a compulsory subject of English. Therefore, this document of the Education Act permits public schools to use English as a medium of instruction while teaching any academic subjects in the schools (Education Act, 1971).
Multilingual Education Directive (2010) declares mother tongue to be the medium of instruction at the pre-primary level and basic level in class (1- 3) to teach all subjects except Nepali and English subjects, and mother tongue or the language of government officials to be medium of instruction at basic (classes 4- 5) level. The Constitution of Nepal (2015) includes the right of every Nepali community living in Nepal to get education in its mother tongue up to the secondary level, in Article No. 31, sub-article No.5 (Constitution of Nepal, 2015). Regarding other language planning documents, Phyak (2016) says if we closely look at the Ministry of Education’s policies and plans such as Education for All, Millennium Development Goals, School Sector Reform Plan, and National Curriculum Framework, it wants to promote multilingual education by considering children’s home/community languages a resource for an equitable and quality education.
Symbolic power of language
The symbolic power of language believes education is one of the most effective means of immortalization of the existing social pattern (Benbenishty et al., 2005). It further gives proper justification for the social inequalities and recognition of the cultural heritage. More specifically, Bourdieu (1977) highlighted the symbolic power of language which is the symbol of imposition. Symbolic power here is a power of constituting given through utterances, of making people see and believe, of confirming or transforming the vision of the world (Loader, 1997). Further, the language given legitimate status involves the claim to be heard, believed, and obeyed and that can exercise its effectiveness and effectiveness of the mechanism (Bourdieu, 1991).
In the context of Nepal, EMI is practiced as a means to gain power in society. In our own experience, a person having good command over English gains high prestige and reputation. As Bourdieu (1977) said that the powerful language imposes different ideologies, the practice is seen in the Nepalese schools by implementing EMI. Existing scenario presents EMI as the symbol of power which controls the social aspects from education to economy. Likewise, EMI has brought strata among the schools in the nation. Schools having EMI tend to be superior than the non-EMI schools. This division is clearly seen in our context. So, analyzing this power play of EMI, Symbolic Power of Language theory was found appropriate in our study.
The review helped us to get an overview of EMI policies in Nepal and it has also revealed the importance of multilingual education in the context of Nepal. As the study aimed to explore the implementation of the English language as a medium of instruction, this review created a base for analyzing the real context which later helped us to frame out our findings. Further, analyzing the present status of local languages and imposition of English from the previous studies created the proper gap and demand to explore more.
Method
As the study aimed to explore subjective realities from the real field, it is qualitative in nature. The site of the study was Kanchanpur (one of the districts of Western Nepal) and three parents whose children study in EMI implemented public school were our participants. To explore their perception of EMI, we chose them purposely. To maintain balance on the existing contemporary strata of the society, we selected one participant from the lower class (Ramesh) level and other two from the middle-class level (Sampurna and Ram).
Ramesh was from a lower-class family, aged in his mid-thirties. He enrolled his children in a public school implementing EMI. He was an auto driver having five members in the family. He had two daughters and a son studying in the same school. Similarly, our second participant Ram was a middle-class man, aged in his mid-fifties. He had stayed in Malaysia for three years and had one daughter who studied in class nine. Earlier, he had enrolled his daughter in a public school where the Nepali medium of instruction was implemented. He did not pay any monthly fees there. After coming back from Malaysia, he preferred to enroll his daughter in a public school where EMI was practiced even by paying. And the third one was Sampurna, a middle-class man with four members in the family having two daughters. He was a farmer and his wife was a housewife. He enrolled both his daughters in public schools where EMI was practiced.
We collected data through in-depth interviews. Moreover, we interviewed them thrice and it was audio-recorded. The first interview created the opportunity for the follow-up interviews which ensured the contextual experiences. We conducted a second round of interviews only after the data from the first phase were categorized into different themes, and the analysis was underway. The frequent informal conversations made our data more lively and interesting. The interpretive paradigm was employed to explore parents’ perceptions of EMI. After that, we coded data using thematic chunks such as English as a fashion, EMI as a symbol of power, and English as a mantra of competition. We developed all those codes after a careful understanding of the collected data. The codes were further put into analytical memos, which depicted emerging themes. These themes were developed on the basis of the research question and objective. As every participant is value-led, we valued the participants’ views and had prolonged engagement during formal interviews and informal tea talks. For ethical issues, we took the consent of the participants and used pseudo names for privacy so that it won’t harm their personal and professional life.
Results and discussion
As this research aimed to explore the perception of parents on implementing EMI in public school, they take it as symbolic power, fashion, and weapon to compete. On the basis of perceptions of the parents their themes were made and discussed in this section.
Power Play of EMI
From the parents’ perspective in Nepal, English is taken as a symbol of power since English education is taken as highly prestigious in society. The success story of private schools has led to many Nepalese parents who preferred an English medium education for their children regardless of their socioeconomic status. In this regard our second participant Ram (pseudonym) shared:
When I was in Malaysia, I came to know the value of English in today’s world. I was thinking of sending my daughter to an elite institutional school but I realized that I could not handle it from an economic perspective. Later, I enrolled her in a public school where EMI is practiced. I am happy right now because my daughter is learning English. I know those people speak English, they get respect in society and they will get jobs very soon.
It is believed that English-educated people are more intelligent and wise in the community though English is not widely accepted in everyday communication. According to Bourdieu (1993) language regulates the power and prestige in society which is seen as practice. In the same line our third participants Sampurna added:
I could not study at the campus level, I had a dream to send my daughters to college for higher education. My friends share that English is very important, the upcoming generation won’t get any job without English. Then only I realized the value of English in each and every sector. Sometimes I spent time with my friends in the teashop, everyone used to talk about their daughters and sons. They feel proud of themselves for sending kids to more expensive schools where English is primarily focused. I also felt that without English, no one would get a job and opportunity in this century. So, I have sent my daughters to public schools where English is prioritized.
Analyzing both of the views above, the English language has a great impact and position in the world so he preferred to send his daughter to EMI School not only for content knowledge but also for the English language. Participants believed EMI is very important in school education, it has increased the number of students in public schools and they know the value of the English language. They believed that English promotes prestige in the community and EMI helps students to facilitate the learning of content and English skills (Sah, 2020). It has become such a well-adopted medium of instruction in higher education in Nepal. Despite having low economic status, people show keen interest to enroll their children in English medium school because they know that English is a powerful language. Likewise, looking at it from the symbolic power perspective, lower class, marginalized and disadvantaged groups of people try to uplift their status with the use of powerful language (Bourdieu, 1993) i.e. English in the Society.
This shows EMI in today’s demand in developing countries like Nepal. So, English is for economic development, social mobility, and participation in the global economy (Bruthiaux, 2002) as English has achieved global status. English is taken as a weapon in order to bring happiness to family and community and uplift the socio-economic status of the people.
Fashion in the market
EMI is growing as a kind of fashion. This fashion is linked to “cultural capital” in a globalized society where parents of public schools want to switch schools (Lareau & Horvat, 1999). As new fashion first attracts the attention of the people who are not in the habit of being changed i.e. lower-class people, the same group of people are more attracted to enroll their children in EMI schools. In this regard, Bourdieu (1997) states cultural capital consists of familiarity with the dominant culture in society and especially the ability to understand and use “educated” language, and here in the community English is accepted as an educated language. In this line Ramesh provoked:
I have never ever studied English in my life. Nowadays, we are bound to learn English. My daughter always forced me to send her to an English medium school. The prime reason was that her best friends study in English medium school. In my locality, no one studies in public schools where the Nepali medium is practiced. Those incidents compelled me to enroll her in an English medium school. And we are happy for EMI in public school.
In the same line, Ram the first participant put forwarded his view as:
I see everyone sending children to the boarding school with well-ironed dresses and ties. This really touches the heart and made me feel like sending children to boarding school. This is a new culture now. Everyone sends children to boarding school even if they don’t have food to eat. Except for English, there is not much change in education but also everybody’s wish.
Participants believed that English provides a better academic and professional career in national and international arenas. Similarly, people believe they are inferior if they don’t study or educate their children in English Medium.
This is because, to some extent, receiving English instruction at a younger age gives sound input and proficiency (Bahrani & Sim, 2012). Participants and children believed that switching to EMI responded to the demand of the present day and would not be dominated by other colleagues in the community. This demand and wish of English from the point of view of symbolic power theory, has been developing and promoting the status of lower and middle-class people. The representational practice of English in education helps in achieving power in society (Hall, 1997). It is how an exhibition constructs and persuades meaning through demonstrating a path through meaning. It is believed that everyone is running behind English because of its popularity.
Mantra of competition
Many public schools have been opting towards EMI to compete with the institutional schools as well as other public EMI schools. The reason behind this is that the number of students is also decreasing day by day. Participants opined that EMI is just for competition rather than collaboration and quality education. In this regard, Ram said:
I have earned a BA in English. After that, I could not get a chance to resume my study because of family problems. Nowadays, I have been engaging in small businesses. Currently, I see that many public schools are switching to EMI. I confidently say that it is a big issue in today’s school education system. In public school, some teachers cannot even read accurately, how can they teach students effectively? There is not any sort of training and enough teaching materials. I believe that this is just for increasing the number of students by showing advertisements for EMI.
In the perceptions of common people, public schools are switching to EMI only just for the sake of advertisement so that they could increase the number of students although the teachers’ readiness, training, and proficiency are in debate. They have a motto to compete with children in the international market with the English language. In the same way, Sampurna viewed, “ Students having good English can tackle problems in the modern age.” He further added, “We were not educated with English so we are facing so many challenges in the digital era. So I send my children to EMI school”. So, the symbolic power (Bourdieu, 1997) of EMI as a linguistic capital is to compete with institutional schools in national and international markets.
It is evident that some public schools are switching to EMI without enough preparation and infrastructure (Sah & Li, 2018). With the motto of competition, many public schools have been implementing EMI but the part of proper preparation and readiness is not properly studied. This resulted in fragmentation in the result. In this regard, Sah and Li (2018) further believed students developed neither content knowledge nor English language skills. This vividly presents the lack of proper preparation and ineffectiveness of EMI in public schools even spending a huge amount of economic and other efforts. Similarly, EMI created the strata among the students in terms of the economy and social status. In the name of English, there has been a stratum of educational division and injustice for the children who are from a lower socioeconomic status and are not able to get access to EMI (Kuchah, 2018). This brings conflict among different ethnic groups in the community. In this line, Sampurna added, “English is a fake myth it does provide quality education but only attract the attention”. Students willing to have education in EMI are compelled to face psychological effects due to poor economic background as education in EMI is expensive, though EMI was taken as a strategy to sell the tag of EMI education in the linguistic market (Bourdieu, 1977). In a nutshell, EMI is just a showcase to increase the students in school rather than providing quality education.
Conclusion
The study employing Bourdieu’s (1977) symbolic power of language theory looked at the perceptions of parents on the implementation of EMI in school education. As the data revealed parents idealised EMI as a symbol of power and linguistic capital to develop English skills through its real flavour is not achieved because of the lack of preparation and readiness. Switching to EMI without enough preparation and supervision, under-resourced conditions, and improper lead resulted in students’ low proficiency in both English and non-English subjects. On the other hand, it was found EMI in public schools is just propaganda to collect more students which creates a problem for lower and middle-class people as it is more expensive. As this study was limited to the perceptions of parents in a district, future research can be in unpacking the critical analysis of EMI practices and their effect on classroom and students’ achievements in different parts of the country.
About the authors
Mr. Dipak Prasad Mishra is a research Scholar at Kathmandu University, School of Education. Mr. Mishra is Head of the Department of English at Valley View English School. He is a Life Member of the Nepal English Language Teachers’ Association (NELTA). Mr. Mishra is interested in learners’ autonomy and critical thinking.
Mr. Surendra Bhatt is an MPhil Scholar at Kathmandu University, School of Education. Currently, he is the head of the English Department at Charles Darwin Academy (Management College). Life Member of the Nepal English Language Teachers’ Association (NELTA), Mr. Bhatt is an executive member of the Geo-linguistics Society of Nepal. Deputy Academic Director of ISTER Nepal, Mr. Bhatta keeps interests in teacher well-being and teacher professional development.
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Can be cited as:
Mishra, D.K. & Bhatt, S. (2021, May). English medium instruction in school education: Parents’ perspectives [Blog article). ELT CHOUTARI. Available at: https://eltchoutari.com/2021/04/english-medium-instruction-in-school-education-parents-perspectives/
Juliet Fry is a national director of professional learning of secondary teachers’ of English language in New Zealand. She works for the Ministry of Education. Recently, she had been to Nepal in order to support a teachers’ training program in Khumbu region voluntarily. There is a practice of English Medium Instruction (EMI) for last six years. Our Choutari editor, Jeevan Karki, who is carrying out a research on English medium instruction (EMI) in Nepal, has managed to talk with her in relation to EMI in community schools of Nepal.
You have delivered English Medium training and interacted with teachers recently in Khumbu region. What’s your observation and evaluation on EMI in this region?
Well, I was encouraged by finding the high level of English, of may be one-third of the teachers. It was good to find that some of the teachers have a really very good English and would be capable of delivering the curriculum in English medium but I still have concerns about the fact that some of them are not really strong enough to deliver the curriculum really effectively in English medium.
So why do you think there is such a craze for English?
You know I’ve read quite a lot why there is such a craze. In my view it is because of the international opportunity and also the fact that private schools are delivering education in English and get high SLC score. So other schools (community schools) want to deliver education in English in order to retain students. There is also one benefit of English medium as it can keep the children in the region as they actually get to experience local culture, and they grow and learn with their home languages. Therefore, somewhere it is good that they are attracted to English language and stay in their own community. So they learn Sherpa at home and English at school. Then I’m worried about their Nepali language. So my concern is that they grow without having any language really strong.
What is the medium of the instruction in the sate-owned schools in New Zealand?
Well, I’ve been fortunate to work with the people who’ve come through the New Zealand education system in English medium. But the case of Maori is different. Their parents were also not allowed to speak Maori at schools, they had to speak English. Consequently, the generation lost Maori language. Now adults have decided to learn Maori language as a second language. On the other hand, the people who are now teachers, let’s say younger teachers, some of them learnt Maori as a second language and now they are working hard to bring out their children speak in Maori because in south island they’ve lost the native speakers of Maori language. All the adults have learnt Maori as the second language and their children are now at Maori medium schools.
Are there separate Maori medium schools?
Yes, there are separate Maori medium schools and so they are really working hard to regain the language which was nearly lost. And I’m worried that will happen here as well because the English is such a dominant language that it has the effect where after one or two generations the children most speak English and they won’t speak the home language.
How many local languages are there in New Zealand?
Only one, but there are different dialects. The south island dialect nearly died out and they are trying to regain but the other dialects are also fragile in all the areas. The language is quite endangered.
What is the official language in New Zealand?
Both Maori and English.
But in the context of Nepal, the official language is Nepali and we’ve got more than 100 other languages.
Yes. It’s quite different here. Nepali is lingua-franca, which is different from English as well. So it makes so complex because I can see that Nepali isn’t the native language of people in this region (Khumbu region). So, what I am trying to think as the solution is you can have multilingual education system which can really foster students’ learning in several languages.
What challenges do you see in implementing English medium instruction in the community schools in Nepal?
Well, one challenge is that not all people are fluent in English. Another challenge is that the measure of the success of schools seems to be SLC exam. That means quite a long time to actually know whether English Medium (EM) has been successful or not. It could be another challenge that you could be putting students in danger of not being successful without really knowing the result of EM until several years down the track. I think the process is too long leading the children vulnerable.
In the school system, what do you think is more important- the contents we are delivering or medium of language?
The purpose of education is not necessarily contents or language. Actually, language is means for gaining and I think obviously you need to have contents. But they are the part of developing curricula. Wonderful students would come out of the schools whims. So I think both contents and language are means for building strong students.
You said that in multilingual countries, the teachers also are not strong in English and children are from different linguistic background. In that context, what would be outcome of such practice?
Perhaps, the best thing is to have Nepali for the first few years, which is the lingua franca, the language that the most teachers would be competent in. Then to build with the teachers, who are competent in English to build from subject to English as they go through using the competency of other teachers in the schools like if the Mathematics teacher is not competent in English. Could they do Mathematics in Nepali and Social Studies in English? I don’t know if that would be possible. But I know in Europe at the moment that is one kind of idea of developing that you might do one subject in one language and other subject in the other language. Just for that you’ve the opportunity to develop academic language well that may be in one subject area.
What impacts could EMI bring in the children’s mother tongue or others language?
Another aspect I think is having a policy to incorporate useful mother tongue especially in early childhood situation, where you might have community members being involved in early childhood using those mother tongue languages. Similarly, it could be something that I’m thinking about New Zealand schools as well because we have many different students from different languages, who come as migrant to New Zealand. How do we support them within an English medium context and how do we really value their languages is very significant. I don’t think we do it very well. So here I’m talking about doing it better in Nepal and I don’t think we have got it well sorted in New Zealand. What I’m trying to put across is to demonstrate those languages are valued in classes, for instance, you can have students to write up their languages on the wall, so you can identify the existing languages in your class. Then you can positively say that they can discuss in their languages, come up with ideas and bring it back in English for discussion. It shows that you’re deliberately valuing those languages and allowing students to get success in those languages in the national assessment because that is the battle. The government has to try everything and I think there should be assessment, which allows students through many languages to do something, which might be giving the texts in different languages and answering in English or something. You can’t do everything but it’s something trying to value those languages inside the education system. And our curriculum by the principle talks about valuing the languages at the top level but it’s not clearly articulated in detail, so I think there is a bit of struggle.
English is a global language and there is a craze of English everywhere. If you have good English, you are saleable in global market. In this context, what about having one global language like English or something? Is it really necessary to have other languages, when you have one global language?
We’ve seen in New Zealand, some problems that come with colonization, where the people’s language and identity is disregarded. Some franchises have lack of power and also associated with loss of land and other things. So, it’s a complex issue that comes about possibly through colonization. However, Nepal is in a different situation, which has never been colonized. It means there is not loss of power that comes with the loss of language but then there is this kind of neo- colonization in a way that English has become a language of commerce. And are we selling ourselves or the power of our country to other countries? Like there is a big drive of going and having job in another country but what about building up Nepal itself? This whole globalization, workforce and everything, I’m not sure where it’s going! But are those people who go away to other countries to work then come back to Nepal? Is that the way the economy wants to build in long run or does it want to build in another way. English is obviously tied up with that the opportunity to work. And the important question is does Nepal want grow its economy by drawing income from other countries? Nepal is in between two growing world economy i.e. China and India. So is it better to learn Mandarin or Hindi in future?
The teachers in schools are very much convinced by the power of English and are practicing EM in community schools, what could be the role of organization working for professional development of teachers?
That’s a good question. I think it is important to deliver the teachers’ training in English so that their English reaches up to the level, where they will be able to deliver curriculum in English. I think, alongside the teachers’ training, there should be some researches on how are the students of year 3 and year 5 in English medium comparing with the students of same grades in Nepali medium schools? What is the level of students in this region comparing with the students in another region studying in Nepali medium? Is there equal level of students being able to articulate and understand ideas? That would one interesting thing to look at and I also think it would be interesting to look at the impact of two dominant languages Nepali or English language. Or if you are learning in English language, what’s happening to local languages? Are there any different impacts on local languages, when students learn in Nepali comparing with English?
What could be the better way of practicing EMI in the context of Nepal?
I still think that multi-lingual approach would be a better way because you have Nepal as a country and language is a part of identity. If you bring up a whole population without culturally located and linguistically connected then what will be the situation of children when they grow as adult like who haven’t got feet on the ground but you can still have roots in English. Therefore, in the early grades, there should be more than one language, where you have multi-lingual education. I think that would be wise. There is a phrase, “throwing the baby out of the bath water.” You don’t want to throw away all the learning and knowledge that teachers have in Nepali and respect English. So I think the wise way is to look at multi- lingual education.
Thank you so much for you valuable time, ideas and sharing experiences around the world!
It’s my pleasure!
Juliet has also taught in Auckland secondary schools-in several learning areas, as well as being an ESOL specialist and coordinator. She has also been an ESOL and Literacy advisor in the top half of the South Island for several years. She has had advisory roles with Ministry of Education.
