The paper titled "English Medium Instruction (EMI) in Saudi Higher Education: Challenges and Prospects" focuses on the challenges and future prospects of implementing English Medium Instruction in Saudi Arabian higher education institutions. The study seeks to explore the role and impact of EMI in a context where English is not an official language, and to understand the implications for students, teachers, and the broader educational system.
The purpose of the study is to critically assess the current status of EMI in Saudi Arabia, identify the challenges faced by both educators and students, and provide insights into the potential future developments of EMI in the region. The research aims to address the gap in comprehensive policy and practice in the adoption of EMI across Saudi universities, considering the national and global pressures that influence language policy in higher education.
The study employs the ROADMAPPING framework developed by Dafouz and Smit (2016, 2020), which examines the use of English in multilingual university settings through six dimensions: roles of English, academic disciplines, language management, agents, practices and processes, and internationalization and glocalization. The framework provides a multidimensional approach that incorporates both instructional and learning aspects within the context of globalization and internationalization.
Key findings from the study reveal that while EMI is increasingly adopted in Saudi universities, particularly in science and technology disciplines, it faces significant challenges due to students' varying levels of English proficiency, teachers' diverse linguistic backgrounds, and the lack of a clear and consistent policy on language instruction. The study also highlights that EMI in Saudi Arabia is more of a de facto practice rather than an officially endorsed policy, resulting in inconsistencies and gaps in implementation across institutions.
The conclusions of the study emphasize the need for a more structured and well-defined language policy that supports the effective implementation of EMI in Saudi higher education. The authors suggest that addressing the linguistic and cultural challenges associated with EMI will be crucial for the success of this instructional approach. They also stress the importance of professional development for teachers and the need for universities to balance the use of English with the preservation of Arabic as the national language, in line with Saudi Arabia's cultural and religious values. The study's findings have significant implications for policymakers, educators, and institutions as they navigate the complexities of integrating EMI into the Saudi higher education landscape.