This book examines the ‘English mania phenomenon’ and the complex circumstances of adopting English Medium Instruction (EMI) by South Asian education systems and the effect of an uneven distribution of resources on the already under-resourced countries in the region.
This book examines the ‘English mania phenomenon’ and the complex circumstances of adopting English Medium Instruction (EMI) by South Asian education systems and the effect of an uneven distribution of resources on the already under-resourced countries in the region.
Chapters explore linguistic, social, and economic injustices by using an analytic-critical approach to examinations of the place, role, provisions, and practices of EMI in specific English language teaching (ELT) contexts. The book consequently advocates for the wholescale reform of a system, which, the authors argue, is unjust. Ultimately, the book explores socio-cultural, poststructuralist, and English linguistic imperialism theories to contribute a South Asian perspective on the controversy surrounding EMI and examine its role within a wider global discourse on equity and social justice.
Critically examining the spread of English in South Asia, this book will be of relevance to researchers, scholars, and postgraduate students in applied linguistics, language education, TESOL, and sociolinguistics.
1. Introduction Part 1: Approaching EMI in South Asia
2. EMI in South
Asia: The ideological Underpinnings and Practical Considerations
3. EMI in
the Multilingual Ecology of South Asia: Historical Development, Shifting
Paradigms, and Transformative Practices
4. Medium of education and inequality
in university admission tests: Exploring the case of a flagship university in
Bangladesh
5. Social Construction of EMI in India: Situating EMI within the
Multilingual Education Paradigm
6. EMI, ELT and Social Justice: Case of
Pakistan Part 2: EMI in South Asia: Historical Perspectives
7. English, EMI
and Social Justice The South Asian (Hi)Story
8. English Medium Education in
Sri Lanka: From Colonial to Postcolonial Period
9. Bhutanese Education
System: A Historical Journey
10. Trajectory of English Medium Education (EMI)
in a Post-War Community: A Historical Perspective from Jaffna, Sri Lanka Part
3: EMI in South Asia: Policy and Pedagogical Perspectives
11. English as
Medium of Instruction and Social Justice in Higher Education in Bangladesh
and Nepal: A Capability Perspective
12. Substitute
Chapter: Effectiveness of
English medium instruction (EMI) at the Undergraduate Level at the University
of Dhaka
13. Issues of English Language and Social Justice: Towards Bridging
the Gap between Language Education Policy and Practices in India
14. Building
or Bridging the Gap: Issues and Perspectives on Linguistic Ecology, Social
Justice and EMI in the Context of Pakistan
15. The Changing Status and Role
of English in Afghanistan
16. The Long Fingers of English: The Impact of EMI
Policies and Ideologies on Teacher Education Courses in the Students Mother
Tongue in the Maldives
17. Policy Negotiations, Equity, and Social Justice in
EMI Classrooms: A Study of Teachers Perspectives
18. Multi-Layered Framework
of Promoting Social Justices in ELT Classrooms: A Case of Nepal
19. Afterword
Ram Ashish Giri is an Academic in teaching and research in TESOL, Monash College/Monash University, Australia.
Amol Padwad is a Professor of English language education and Director of the Centre for English Language Education (CELE), Dr. B. R. Ambedkar University Delhi, India.
Mian Md. Naushaad Kabir is an Associate Professor of English Language Education and the immediate past head of the Department of English Language, Institute of Modern Languages, University of Dhaka, Bangladesh.
