English as a Medium of Instruction: Challenges for Teachers in Unaided Schools

Year 2019, Volume: 7 Issue: 1, 368 - 379, 30.03.2019

Sadeqa Ghazal Smriti Sıngh

Abstract

English as a medium of instruction (EMI) has gained wide popularity over the last decade in India.
The number of children studying in English-medium schools has increased by 274% between 2003 and
2011 to more than 20 million students (National University of Education, Planning and
Administration, 2012). With the increase in demand for English-medium education, there has been a
surge in low-cost private English medium schools across India including Bihar. However, there is a
noticeable paucity of research investigating the micro-level aspect of using EMI in such schools in
Bihar. This is a micro-level study focusing on the challenges faced by the teachers in the
implementation of EMI in actual classroom situations. It aims to give voice to their concerns and
requirements. The study covers three low-cost private English medium schools in Patna, Bihar. The
data was collected using semi-structured interview. Findings reveal that teachers are challenged by
students’ language limitations, their own limited language abilities and lack of awareness of teaching
methods, pedagogical issues, and lack of professional development for in-service teachers. Based on
these findings, practical and contextually relevant suggestions are made to ameliorate the situation for
both the teachers and the students.

Keywords

Challenges of using EMI, English as a medium of instruction, in-service professional development, low-cost private schools, teacher development

English as a Medium of Instruction: Challenges for Teachers in Unaided Schools

Abstract

Keywords

Challenges of using EMI, English as a medium of instruction, in-service professional development, low-cost private schools, teacher development

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