Rethinking English as Medium of Instruction Policy in Multilingual Classrooms

Authors

  • Krishna Kumar Khatri Lecturer of English Education at Mahendra Ratna Multiple Campus Ilam, Nepal
  • Bhim Prasad Regmi Teaching Assistant at Mahendra Ratna Multiple Campus Ilam, Nepal

DOI:

https://doi.org/10.3126/jong.v5i1-2.49278

Keywords:

English as medium of instruction, multilingualism, multilingual learners, phenomenology

Abstract

This paper reports the results of a study that unpacked teachers’ experiences and challenges adopting EMI policy in the public schools’ multilingual classrooms. Building on a phenomenological design, we selected two primary level teachers purposively and collected data through in-depth interviews. Drawing upon the thematic analysis and interpretation of the data, the study revealed that teachers perceived EMI as a tool for achieving English language proficiency for the students and a means for the public schools to compete with their private counterparts. Contrarily, EMI in the public school’s multilingual classrooms was found to be practised just as slogan and insufficient for effective students’ participation in classroom learning. Since EMI leads multilingual learners towards monolingual direction, it has posed problems to both the teachers and students due to the low English language proficiency. The study implies that the EMI policy in the lower grades of public schools should be implemented considering the linguistic and cultural milieus of the students.

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Published

2022-11-07

How to Cite

Khatri, K. K., & Regmi, B. P. (2022). Rethinking English as Medium of Instruction Policy in Multilingual Classrooms. Journal of NELTA Gandaki, 5(1-2), 30–42. https://doi.org/10.3126/jong.v5i1-2.49278

Issue

Section

Articles