Implementation of English as a Medium of Instruction Policy in Schools: A Systematic Review

Abstract

English as a medium of instruction (EMI) has been increasingly implemented in schools globally, including in non-English-speaking countries. This implementation aims to prepare students for the global workforce and improve their proficiency in English as a lingua franca. However, the effectiveness of EMI has been a widely debated topic in education. This systematic literature review aims to provide insights into the implementation of EMI in schools by analyzing studies published in academic journals. The review shows that EMI implementation varies depending on the context and stakeholders involved. It highlights the importance of considering factors such as teachers' qualifications, students' language proficiency, and curriculum design. The review also reflects the impact of EMI on students' academic achievement, language proficiency, and socio-cultural development. The review suggests that implementing EMI can result in improved language proficiency and academic outcomes when appropriately designed and executed. However, the review also highlights concerns about the potential negative impact of EMI on the cultural and linguistic identity development of non-native English speakers.