EMI in INDIA

Hoang Thanh Dung

u2272436
 TABLE OF CONTENTS

01 EMI related language policy in India

02 Articles about EMI phenomenon in India

 EMI related language policy in India
The NEP (1968):
• The three-language formula in school education:
1. The regional language or the mother tongue
when the latter is different from the regional
language
2. Hindi or any other Indian language in Hindi
speaking areas; and
3. English or any other modern European
language.
(Meganathan, 2011)
• From 2020: “greater flexibility in the 3-language
formula and no language will be imposed on any
state”
(Varghese & Devi, 2022)
In higher education: No such policy, EMI
provision varies across different types of
institutions.
(Dearden, 2014)
CABE (1957): “English should be taught as a
compulsory language both at the secondary and
the university stages, students acquire adequate
knowledge of English so as to be able to receive
education through this language at the university
level.”
(Meganathan, 2011)
Research
articles
01
English as a Medium of
Instruction in Indian Education -
Inequality of Access
to Educational Opportunities

Borooah, V., & Sabharwal, N. (2017)

 English as a Medium of Instruction in Indian Education
Inequality of Access to Educational Opportunities
Borooah, V., & Sabharwal, N. (2017)

AIMS RESEARCH QUESTIONS

Examine the use of English as • How and why is the rise of EMI in India?
the MoI in Indian Education • What are the advantages of studying with
EMI?
• Is there inequality in Access to English?

DATA COLLECTION SAMPLE GROUP

Survey
(National Sample Survey in Respondents between the ages
2007, 2008, 2014) of 5 and 29
 Important findings

1. How and why is the rise of EMI in India?

● English, as a medium of (classroom) instruction in India, is
witnessing a steady increase over the years, with an overall decline
in the use of Hindi and regional languages as the medium of
instruction.
● Reasons:
 state support to EMI in official language policy
 non-availability of an alternative regional language acceptable to
all ethnic groups
 preference for languages offering greater potential for
employment opportunities
 Important findings
2. What are the advantages of studying with EMI?
• It greatly expands the range of subjects that can feasibly be studied.
 Most courses in professional subjects like Engineering, Maths,
Medicine and IT are taught in English.

• Those who have not previously studied in English decide to pursue

EMI courses will perform worse than their ‘English educated’ peers.
• Those who study in English are more likely to know how to operate
computers.
 Important findings
3. Is there inequality in Access to English?

For all levels of education, difference between the social groups in the
proportions of their students studying in English:

• The probability of studying in English was the highest for students from
the non-Muslim upper classes and the lowest for students from the SC
(Scheduled Castes).
• Boys were more likely to study in English than girls.
• Those from poor households tended to study in English than those from
non-poor households.
• Those from rural areas were prone to study in English than those from
urban households.
 Implication?

 offer educational facilities with English as the MoI

 impart English skills to students at the earliest stages
of their education
 02
Medium of Instruction in School
Education in India: Policy, Status
and Demand for English Medium
Education
Meganathan, R. (2015)
 RESEARCH
AIMS
QUESTIONS
presents how the medium of • What is the place and
instruction in school role of English as a
Medium of Instruction in School Education education is implemented Medium of Schooling?
and role of English as a • What are the problems
in India: Policy, Status and Demand for
language and as a medium while implementing
English Medium Education of instruction in schools EMI?

Meganathan, R. (2015)

SAMPLE DATA
COLLECTION
Thousands of
students at high Questionnaires and
school and higher interviews
education in 35
states.
 Important findings
1. What is the place and role of English as a Medium of Schooling?

Trend 1:
• High demand of the parents
 dual medium or mixed
medium (including English)
within one school system: one
English medium section in
each class.
Trend 2:
• The science stream courses at the higher
secondary level and almost every course at the
university level is offered only in English
medium.
 English language is considered as a language of
science and mathematics for the national level
school systems.
 English is used to teach ‘prestigious subjects’
whereas Hindi or other languages are used to
teach the ‘less prestigious’ subjects.
 In most states: English has become the second
language subject.
 Important findings
2. What are the problems while implementing EMI?

The quality of English language teaching at the school level is not so

encouraging:
• Majority of the state run schools lack resources, materials for
teaching-learning of English.
• Questionable teacher’s English language proficiency
• Language across curriculum (LAC) as a strategy is yet to be
accepted in all seriousness by teachers and the school systems
because of lack of resources in equipping the teachers and school
administrators.
 Implication?

 the divide between science and technology courses

and social science courses in the school education
 revisiting the language policy in school education
 understand the demand for English both as a
language and as a medium of instruction
 References
Borooah, V. K., & Sabharwal, N. S. (2017). English as a medium of instruction in Indian education.
Inequality of access to educational opportunities. National University of Educational Planning and
Administration: Delhi, India.

Dearden, J. (2014). English as a medium of instruction-a growing global phenomenon. British Council.

Meganathan, R. 2011. “Language policy in education and the role of English in India: From library
language to language of empowerment”. In Dreams and realities: Developing countries and the English
language, Edited by: Coleman, H. 57–85. London: British Council.

Meganathan, R. (2015). Medium of Instruction in School Education in India: the policy, status and the
demand for English medium education. Indian Educational Review, 53(2), 7-31.

Varghese, L., & Devi, T. S. (2022). NEP 2020: AN ANALYSIS OF 3 LANGUAGE POLICY. Global
Journal of Applied Engineering in Computer Science and Mathematics (GJAECSMA)–Special Edition.
 Thanks!
Any questions?