Building the Bridges or Widening the Divide: Exploring the Realities of EMI Implementation in Community Schools

Abstract

The adoption of English as a medium of instruction (EMI) in Nepalese Community Schools has emerged as a significant yet contentious issue in educational discourse. This qualitative multiple-case study examines the gap between the intended implementation of EMI and its actual practices in three secondary schools within the Triyuga Municipality of Udayapur District. Drawing on data collected from in-depth interviews, observations, and reflective journals, this study incorporates perspectives from a diverse range of stakeholders, including head teachers, students, parents, members of the School Management Committee (SMC), and members of the Parent-Teacher Association (PTA). Guided by Pennycook’s post-colonial theory, this study explores how EMI is conceptualized, enacted, and experienced in these settings. The findings reveal that EMI is largely seen as a pathway to academic advancement and socio-economic mobility, often driven by aspirations for English language proficiency and global competitiveness. However, systematic challenges such as inadequate teacher preparation, a lack of clear government policy, and limited pedagogical interaction in the classroom have hindered the effective implementation of EMI in community schools. The study emphasizes the need for context-sensitive strategies, including teacher training, curriculum adaptation, and the establishment of a clear EMI policy.