Challenges in the language shift: EMI implementation in public universities of Bangladesh
DOI:
https://doi.org/10.53696/27753719.52304Keywords:
English Medium Instruction (EMI), Public university, BangladeshAbstract
The study focuses on investigating the challenges that students face when shifting to English Medium Instruction (EMI) from Bangla or any other medium of instruction (MOI), the reasons behind these challenges, and the impact it has on students. The study was conducted using a mixed-method design, including questionnaires, semi-structured interviews, and classroom observations. The data was collected from 180 students and 8 teachers of the EMI program. The study found that a majority of the students coming to the EMI program came from Bangla-medium schools and colleges, and as a result, they face simultaneous challenges of mastering academic content as well as adapting to a new instruction language. While they show greater proficiency in receptive skills (listening and reading), they exhibit lower proficiency in productive skills, especially when it comes to oral communication using English. The study identified reasons like lack of preparatory language support, insufficient teacher training, failure to address students' fear of being judged, and the absence of clear policy guidelines for EMI as key impediments to successful EMI implementation. The study suggested developing a comprehensive EMI framework and enhancing language support mechanisms to ensure a supportive and interactive classroom to facilitate a smooth transition for the students coming from non-English medium backgrounds.
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