English as a Medium of Instruction: Pedagogical Practices and Perceptions of Public-School Teachers and Students

Ms. Kalpana Shrestha

Abstract

English has become an important international language globally and is often considered a key to opening the doors of success for many people on the global platform. Consequently, many non-English speaking countries have been implementing English as a medium of instruction (EMI) in academic institutions. Recently, educational institutions have been motivated to adopt EMI to achieve global recognition (Coleman, 2006). While most teachers and students are multilingual and multicultural in the Nepalese context, it is challenging to implement EMI. To this end, this paper reports on a qualitative research study that explored perceptions of teachers and students toward EMI and pedagogical practices of adopting EMI in Nepalese public schools. Analyzing the data collected through semi-structured interviews with four different subject teachers and focused group discussions (FGDs) conducted with six high school students from two public schools, the teachers and students were favorable toward EMI. Despite their positive attitudes toward EMI, the translanguaging approach is often implemented in classrooms because of students’ low English language proficiency and lack of resources. Additionally, the analysis of the classroom observation of the teachers concluded that EMI was found successful when teachers used student-centered teaching methods, audio-visual materials, ICT, and locally available materials to deliver the content in English. 

Keywords: medium of instruction, English as a medium of instruction, pedagogical practices, perceptions of public-school teachers and students

Introduction

Importance of EMI

The term English as a medium of instruction (EMI) is defined as the use of English to teach academic subjects in educational institutions in countries where English is not used as a first language (Dearden, 2014). Similarly, Sah (2020) defines EMI as “an instructional model of teaching non-English academic subjects through the medium of English in educational settings where English is not the mother tongue of most students, which aims to facilitate the learning of content knowledge [and] English skills” (p.1). Implementing English medium instruction in the public schools of non-English countries is extensively influenced by the increasing demand for the English language in the global market (Coleman, 2006) and innovation in science and technology. The content acquisition is primarily emphasized in this context, and language development is an added advantage. In supporting EMI, Huong and Van (2010, 2008, as cited in Vu & Burns, 2014), “The argument for establishing the programs of EMI is that it will improve the quality of English learning, when English learning is directly linked to content” (p. 9).

Furthermore, Coleman (2011) argues that English plays a vital role in “increasing employability, facilitating international mobility (migration, tourism, studying abroad), unlocking development opportunity and accessing crucial information and acting as an impartial language” (p.18). Hence, there is no doubt that EMI is directly or indirectly associated with socio-economic realities that English is needed mainly for global employment and higher studies. By highlighting the role of EMI, Sah (2020) argues that “EMI is ideologically perceived as a means of acquiring the linguistic capital, often believed in providing access to the global economy; and, therefore, a liberating tool for socioeconomically minoritized groups” (p. 1). Similarly, Wang and Cai (2009, 2014, as cited in Jiang et al., 2019) also concluded that EMI is a solid foundation for accomplishing ESL and EFL students’ academic and professional goals. 

If we look at the situation of English throughout the rest of Asia, Kirkpatrick (2011) found that “English is a compulsory subject in primary school and is gradually being introduced earlier and earlier into the curriculum” (p.100). Besides, most non-native speakers and governments of developing countries want to imply English in education, office, media, trade, and organization to uplift their status. In the Nepalese context, academic institutions have adopted EMI over a long period. Ministry of Education (2007) argues that the primary purpose of learning English in Nepal is to enable the learners to access the vast knowledge existing in the English language. Therefore, to provide quality education, bring all children to school and make them proficient in communication, the Ministry of Education, Government of Nepal, has adopted the policy of EMI in government-funded schools. Most parents are eager to provide English education to their children. In supporting this argument, Phyak (2017) states, “public schools are adopting the EMI policy to help students develop their English language proficiency” (p. 8).  Therefore, sending children to English medium schools and colleges in Nepal has tremendously increased. Especially in the educational contexts of many developing countries in Asia and Africa, teaching and learning English has often been linked to economic prosperity, development, and access to a rich body of knowledge available in English (Coleman, 2011). But the governments in different countries may have their policies in choosing the medium of instruction. It may be based upon stakeholders’ needs, interests, and context. In the Nepalese context, the Education Act of Nepal (1971) has made the provision related to the medium of instruction is Nepali and English or both. In contrast, School Sector Reform Plan [SSRP] (2009) suggested that public schools are free to adopt students’ mother tongue as a medium of instruction from grade one to three. On the contrary, most public schools have been implementing English as a medium because of a market-driven demand of the community, and English is the most widely used language in Nepal after the Nepali language.

Different Stakeholders’ Perceptions on EMI

Past studies have shown that different stakeholders have different perceptions about EMI. Although teachers in public schools in non-English countries recognize the significance of the English language based on its global reputation, it is hard for them to teach English effectively (Phyak, 2017) because teachers do not have the professional competence to adopt EMI. Also, there is a lack of resources (Yuan et al., 2020). Besides, Phayak’s study also found that students felt hesitations and ashamed of speaking English due to their limited English-speaking proficiency. As a result, both students and teachers in Nepalese schools are hardly seen speaking English outside the classroom. Despite different circumstances, the Ministry of Education, Government of Nepal, has implemented EMI in public schools. Due to the lack of trained teachers, appropriate teaching, teachers, and students’ motivation to use English are major challenges for implementing EMI in the Nepalese public-school context. So, the teachers must have the competency to deliver content knowledge in English. The resources must be available to enhance English language proficiency and content knowledge.

Challenges of Implementing EMI

Implementing EMI in public schools has been challenging in the public-school context. The reason is that teachers lack English language proficiency and pedagogical knowledge to deliver content in English. These ideas are also confirmed by Hamid et al.’s (2013) study, which examined medium-of-instruction (MOI) policies in ten Asian countries, and their study concluded that implementation of English is “fraught with difficulties and challenges” (p. 11). Similarly, past research studies conducted by Coleman and Nunan (2011, 2003, as cited in Phyak, 2017) also argue that “English language teaching is increasingly embraced as an important aspect of educational reforms in developing countries, local challenges, (lack of) resources, and pedagogical practices are often overlooked” (p. 1).

Although the teachers who use EMI in their classes do not possess adequate English language and pedagogical knowledge, they have been trying to use multiple methods and materials to make their classes effective. Previous studies indicated that some teachers have been adopting translanguaging pedagogy to make students understand content knowledge and break down students’ silence in class. Phyak (2017) defines translanguaging as a “meaning-making process through functionally grounded hybrid and fluid language practices” (p.10). In other words, translanguaging is an approach to bilingual or multilingual education and natural language practice where existing total linguistic knowledge of learners’ can be used as a resource to learn a particular language which facilitates accessing different linguistics features of autonomous languages to maximize communication competence. Previous studies found that effective instruction for English language learners (ELLs) should leverage heritage languages in teaching (August & Shanahan, 2010). In a similar vein, Phyak (2017) found that ‘most English classes in his study schools are teacher and textbook-centered” (p. 7) in the Nepalese context.

Although some studies (August & Shanahan, 2010; Hamid et al., 2013; Phyak, 2017) that investigated policies related to EMI in different educational contexts, there is hardly any study that has explored both students’ and teachers’ perceptions on EMI in Nepalese public-school setting and pedagogical practices of using EMI by the teachers who teach different academic subjects. Therefore, the primary purpose of this study was to explore perceptions of public-school teachers and students on EMI and the pedagogical practices of public-school teachers who used EMI to teach all academic subjects.

Research Methodology

A qualitative research methodology was used to conduct this study. The participants and research sites were selected purposively. Three different types of data were collected to answer the research questions of this study. First, four secondary level teachers who were teaching Science, Mathematics, Social Studies, and Economics in two different public schools based in the mountainous region of Nepal were purposively selected and interviewed using a semi-structured questionnaire after obtaining their informant consent. Second, their classes were also observed to explore their pedagogical practices of EMI. Third, focus group discussions (FGDs) were conducted with six high school students from the same schools. The interviews, class observations and FGDs were recorded using mobile phones and were transcribed. Also, the researcher took some notes during classroom observations and FGDs, and they were integrated into the transcriptions. To analyze the data of the study, a thematic approach was followed. First, the researcher read the transcriptions carefully multiple times and color-coded them to develop standard codes. Then, she grouped common codes into broader categories, and finally, the categories were grouped into emerging themes. To maintain the voice of the participants, the researcher used participants’ quotes. The researcher used pseudonyms to maintain the privacy and confidentiality of the research participants and research setting.

Results and Discussion

From the data analysis, three major themes emerged:  teachers’ perceptions on EMI: students’ perceptions on EMI, and classroom pedagogical practices of using EMI.

Teachers’ Perceptions on EMI

Interviews conducted with the teachers revealed that teachers were highly motivated and positive to use EMI. One Social Studies teacher shared, “I enjoy using EMI in the classroom, and obviously, my English language proficiency has been developing along with students’ English language proficiency.” In parallel with the finding of this study, Phyak’s (2017) study also indicated that public schools started to implement EMI to help develop both their students’ and teachers’ English language proficiency. Furthermore, teachers were motivated to use EMI in their classes, although they had difficulty understanding their lessons. In that case, they stated that they supplement their lessons with other activities, including audio-visual materials. Yet, if they had trouble understanding them, they did code switch. For example, one Mathematics teacher stated, “If my students do not understand in English, I show them YouTube videos, pictures, and also switch code into Nepali to assist them in understanding the concept.” Another Mathematics teacher further stated that the students sometimes had difficulty comprehending mathematical terms, and their exact translation is not possible in their mother tongues. In that case, he used natural objects to make the concept clear.

Similarly, another Science teacher expressed that teaching in English has expanded the horizon of knowledge of learners and teachers. He stated that most scientific words could not be translated into students’ mother tongues, and they must be taught and learned in English. So, the use of EMI since the primary level has facilitated the learner to be prepared for higher education. Moreover, he stated, “EMI has motivated learners to watch English science-fiction movies which have also helped develop learners’ linguistic competency in this technological era.” While most teachers said that the EMI policy is good, it is challenging to implement because of the lack of resources, exposure to English, and lack of training to adopt EMI. In support of this study, another Economics teacher said that he had not received any training opportunity yet to adopt EMI. Therefore, EMI has been very challenging for him. In line with this finding, Hamid et al. (2013) also found that EMI has been a burden in 10 Asian countries because they encountered many challenges to adopt it in public schools.

Students’ Perceptions on EMI

From the analysis of FGDs, most of the students were found quite positive toward the implementation of EMI because they want to improve their English for their further studies abroad. When public schools adopted EMI, many students transferred to government schools from private schools because they could receive free English language education there.  One student said, “I have just shifted to Saraswati Secondary School (pseudonym) from private one because of the English medium instruction the school has offered.  I am also enjoying learning in English because I dream of going abroad for further study and money is also saved by my parents that was invested for my study in private school”. By verifying this finding of the study, Coleman (2011) concluded that the public schools in the countries where English is used as a second or foreign language started adopting EMI due to the internationalization of higher education and global competition among them. The students who have a good command of English languages skills can pursue their higher studies in any university in the world where English is a medium of instruction. Besides, the students also shared that EMI has benefited them by enhancing their reading and speaking skills. They further stated that they could read books in English and have conversations in English with their friends and teachers. Like in the past, they do not need to code-switch. For example, another student shared, “EMI has developed my ability to comprehend the texts written in English, and I can make conversation with teachers and friends in English confidently, not by mixing English and Nepali. This finding is also validated by Sah’s (2020) study that concluded that EMI empowers the EFL and ESL students with linguistic capital by building a solid foundation for their academic and professional goals (Jiang et al., 2019). 

Nevertheless, a few students shared that EMI has been challenging for them due to a lack of opportunity to use it outside of the classroom. There is always a dearth of resources in the English language. One student expressed her challenges with EMI as, “EMI is good, but I can speak English only in my class, but not at home, playground … so, you know, it is difficult. Also, many English books are not available in our school library”.

Classroom Pedagogical Practices of Using EMI

Even though EMI is challenging to teach English in the Nepalese public-school context, the analysis of the classroom observation of teachers concluded that EMI was found successful when teachers used student-centered teaching methods, audio-visual materials, ICT, and locally available resources to deliver the content in English. Unlike the finding of this study, Phyak’s (2017) study concluded that most of the classes where EMI is adopted are teacher and textbook-centered in Nepalese schools. Though Phyak’s research found that EMI classrooms were teacher-centered, this study indicated that the student-centered approach effectively implemented EMI in the present Nepalese context. Besides, they used technology to show video or search word meaning using bilingual ‘Nepali English’ dictionary. For instance, a Social Studies teacher used a bilingual dictionary to explore the meaning of words, such as province, territory, index, density, etc. However, there were limited resources except for textbooks, real and local objects, and mobile phones to provide enough English exposure.

Consequently, most teachers used the translanguaging approach. They often switched their code while teaching and learning. In support of code-switching in the English language classroom, August and Shanahan (2010) maintain that effective instruction for English language learners (ELLs) should allow the learners to code-switch between the target language and their local languages. When students had difficulty expressing their ideas in English, they remained passive. The students who tried to express their views in the class often code-switched between English and their mother tongues. It was found that the teachers did not force the students to speak English only in his classroom. Instead, they purposefully used Nepali to push them towards speaking English. After the teachers used Nepali and English interchangeably, the students were encouraged to use English. Hence, it can be concluded that the teachers are compelled to use students’ home language, adopt a flexible approach, and use students’ existing linguistic knowledge as a resource to engage them in English language lessons.

Conclusion

This qualitative study gathered data through semi-structured interviews conducted with four different subject teachers and focused group discussions (FGDs) with six high school students from two public schools based in the mountainous region of Nepal. The study showed that the teachers and students were positive about using EMI in Nepal’s public schools. Nevertheless, the study also concluded that the translanguaging approach is often implemented in the classrooms because of students’ low English language proficiency and the lack of teaching and learning resources in Nepalese public schools. Therefore, EMI does not always necessarily contribute to achieving the goal of English proficiency. Though the sole EMI is at the policy level, it seems complicated to implement in the EFL context because the classroom observations show that most students remain passive. The use of students’ mother tongues or national language ‘Nepali’ is highly prioritized. In addition, the analysis of the classroom observation of the teachers showed that EMI was found effective when teachers used translanguaging, student-centered teaching methods, audio-visual materials, ICT, and local resources to deliver the content in English. Furthermore, there is a great demand for English education in the present Nepalese public-school context. There should be proper planning on the Ministry of education to meet the demands of stakeholders. Also, the teachers need to be trained, and the public schools should help them by providing the resources they need to make their English language lessons effective. Although both teachers and students favored EMI, the Nepalese public schools should implement EMI only with adequate preparation and support from the government, other educational agencies, community, and teachers.

References

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About the Author

Ms. Kalpana Shrestha is a K-12 EFL teacher who has been teaching English for more than four years in Nepal. She has earned a Master’s Degree in English Language Education from University Campus, Tribhuvan University, Nepal. She has participated in various national and international conferences and presented her research papers. Her current research interests include English as a medium of instruction, task-based language learning, second language writing, ESL and EFL teacher identity, and professional development.