Challenges Faced using English as Medium of Instruction

Local

For decades, English has been utilized as the primary medium of

instruction in the Philippine education system, spanning from elementary to
university levels (Gonzales, 2003). This practice is rooted in the belief that
English is not only accessible and perceived as easy, even for children, but it
is also associated with power and progress. Proficiency in English is often
linked to enhanced opportunities for career advancement, aligning with the
country's aspirations for international influence as a developing nation.
While the adoption of English as a medium of instruction offers advantages,
it does not guarantee immediate success and acceptance. Despite its
primary goal of facilitating content learning without explicit language
objectives (Schmidt-Unterberger, 2018), several studies indicate linguistic
challenges associated with English Medium Instruction (EMI). Students
often face difficulties in communication skills, hindering their ability to seek
clarification from instructors during content learning. Phuong and Nguyen
(2019) revealed that respondents in their study encountered problems
understanding English-delivered content disciplines, indicating that despite
recognizing the benefits of EMI, learners still experienced challenges.
Additionally, Al-Kahtany et al. (2016) reported that learners considered
English a hurdle, making their learning process more challenging.

In this era of globalization, proficiency in English has become an

increasingly universal requirement due to its role as an international means
of communication. According to an article by Lyons in 2021, out of the
world's approximately 7.8 billion people, 1.35 billion are English speakers,
with the majority being non-native speakers. English has evolved into a
global phenomenon and is the most commonly studied foreign language
worldwide. In the Philippines, English is regarded as the language of power
and progress, influencing hiring, retention, and promotion within
organizations (Berowa, 2012; Berowa, 2016a; Berowa, 2016b). A survey
conducted at Mindanao State University uncovered that challenges
reported by respondents regarding the use of English as a medium of
instruction are often linked to anxiety about speaking the language,
particularly related to classroom procedures. As noted by Tanveer in 2007,
learner anxiety is generated by cognitive interferences based on self-related
cognitions, encompassing self-perceptions related to self-esteem, perceived
scholastic competence, beliefs about language learning, and more.

References:
Maramag-Manalastas, A. K. E., Batang, B. L. (2018). Medium of Instruction
on Student Achievement and Confidence in English. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1247328.pdf
Ambion, L., Marasigan, K. M., Tubo, M., Pasoc, M. G. (30 June 2023).
Multilingual College Learners’ Perceptions of the Advantages and
Difficulties of English as a Medium of Instruction (EMI). Retrieved from
https://www.researchgate.net/profile/Kristine-May-Marasigan/publication/
375457076_Multilingual_College_Learners'_Perceptions_of_the_Advantages
_and_Difficulties_of_English_as_a_Medium_of_Instruction_EMI/links/
654b1380b86a1d521bc26810/Multilingual-College-Learners-Perceptions-of-
the-Advantages-and-Difficulties-of-English-as-a-Medium-of-Instruction-
EMI.pdf
Omar, A. S., Said, H. M. H. (28 November 2023). The Use of English as
Medium of Instruction: Exploring the Perceptions of ESL Learners at
Mindanao State University. Retrieved from
https://www.researchgate.net/profile/Haninah-H-Said/publication/37602998
3_THE_USE_OF_ENGLISH_AS_MEDIUM_OF_INSTRUCTION_EXPLORING_
THE_PERCEPTIONS_OF_ESL_LEARNERS_AT_MINDANAO_STATE_UNIVER
SITY/links/656764ccb1398a779dc6e6e0/The-Use-of-English-as-Medium-of-
Instruction-Exploring-the-Perceptions-of-ESL-Learners-at-Mindanao-State-
University.pdf

International
 According to Shrestha (2022), public schools in Nepal shed light on the
complexities of English as a Medium of Instruction (EMI). The positive
attitudes toward EMI among both teachers and students were evident, yet
the prevailing use of translanguaging revealed the challenges posed by
students' low English proficiency and resource limitations. EMI alone did
not significantly contribute to English proficiency goals due to observed
passivity among students. Effective EMI implementation occurred when
teachers incorporated translanguaging, student-centered methods, audio-
visual materials, ICT, and local resources. However, the demand for English
education in Nepal necessitates careful EMI adoption, requiring proper
planning, teacher training, and resource support from the government and
educational institutions.
Building on the challenges outlined in Shrestha's study, evidence from
the Ethiopian education system, as reported by Heugh et al. (2007), points
to a notably low rate of return when English is used as a medium of
instruction. The call for mother tongue-based learning aligns with existing
studies and policies, emphasizing the importance of introducing a second
language to students with caution. Baker's (2011) exploration of various
approaches to implement a dual language policy underscores the need for
striking a balance between flexibility and consistency, addressing the
diverse needs of students, especially those whose mother tongue differs.
In the broader context of an international school, where English
language learning is prioritized, it becomes crucial to integrate this
emphasis with due consideration for students' mother tongue and culture.
The idea is not to create a contradiction but rather to establish a symbiotic
relationship where English language learning is grounded in and reinforces
the students' linguistic and cultural foundations. As Wolff (2011) aptly
notes, "Language is not everything in education, but without language,
everything is nothing in education" (p. 55). This underscores the profound
significance of the choice of the medium of instruction, urging educators
and policymakers to navigate this terrain with sensitivity and a holistic
understanding of language's role in the educational landscape.

Shrestha, K. (2022). English as a Medium of Instruction: Pedagogical

Practices and Perceptions of Public-School Teachers and Students.
Retrieved from https://neltaeltforum.wordpress.com/2022/01/29/english-as-
a-medium-of-instruction-pedagogical-practices-and-perceptions-of-public-
school-teachers-and-students/
Karvonen, H. (2017 December). English as a Medium of Instruction -
Benefits and Challenges as Viewed By Founders of International Schools in
Ethiopia. Retrieved from
https://www.utupub.fi/bitstream/handle/10024/145508/MastersThesis.pdf?
sequence=1&isAllowed=y

LOCAL - INTERNATIONAL

The challenges associated with English as a Medium of Instruction

(EMI) in the Philippine education system extend beyond general linguistic
difficulties, particularly in the subject, Philippine Literature. Despite English
being the primary medium of instruction, students encounter obstacles in
fully grasping and appreciating the nuances of Philippine literary works.
The inherent cultural and contextual richness embedded in local literature
may not be seamlessly conveyed through a foreign language, impacting
students' ability to engage deeply with the subject matter. Communication
barriers persist, hindering the exploration of complex literary concepts and
stifling the potential for nuanced discussions. Phuong and Nguyen's findings
(2019) on difficulties in understanding English-delivered content disciplines
are magnified in the realm of literature, where cultural intricacies play a
pivotal role. Consequently, while English may be perceived as a passport to
career advancement, its imposition in the study of Philippine literature
poses unique challenges that demand a careful reconsideration of the
language's role in fostering a genuine appreciation for the country's rich
literary heritage.
According to Shrestha (2022), public schools in Nepal shed light on the
complexities of English as a Medium of Instruction (EMI). The positive
attitudes toward EMI among both teachers and students were evident, yet
the prevailing use of translanguaging revealed the challenges posed by
students' low English proficiency and resource limitations. EMI alone did
not significantly contribute to English proficiency goals due to observed
passivity among students. Effective EMI implementation occurred when
teachers incorporated translanguaging, student-centered methods, audio-
visual materials, ICT, and local resources. However, the demand for English
education in Nepal necessitates careful EMI adoption, requiring proper
planning, teacher training, and resource support from the government and
educational institutions.
Building on the challenges outlined in Shrestha's study, evidence from
the Ethiopian education system, as reported by Heugh et al. (2007), points
to a notably low rate of return when English is used as a medium of
instruction. The call for mother tongue-based learning aligns with existing
studies and policies, emphasizing the importance of introducing a second
language to students with caution. Baker's (2011) exploration of various
approaches to implement a dual language policy underscores the need for
striking a balance between flexibility and consistency, addressing the
diverse needs of students, especially those whose mother tongue differs.
In this era of globalization, proficiency in English has become an
increasingly universal requirement due to its role as an international means
of communication. According to an article by Lyons in 2021, out of the
world's approximately 7.8 billion people, 1.35 billion are English speakers,
with the majority being non-native speakers. English has evolved into a
global phenomenon and is the most commonly studied foreign language
worldwide. In the Philippines, English is regarded as the language of power
and progress, influencing hiring, retention, and promotion within
organizations (Berowa, 2012; Berowa, 2016a; Berowa, 2016b). A survey
conducted at Mindanao State University uncovered that challenges
reported by respondents regarding the use of English as a medium of
instruction are often linked to anxiety about speaking the language,
particularly related to classroom procedures. As noted by Tanveer in 2007,
learner anxiety is generated by cognitive interferences based on self-related
cognitions, encompassing self-perceptions related to self-esteem, perceived
scholastic competence, beliefs about language learning, and more.