The paper titled "Inequity, Inequality, and Language Rights in English as a Medium of Instruction Programs" by Munassir Alhamami, published in Evaluation and Program Planning, primarily focuses on the challenges and issues related to the use of English as a Medium of Instruction (EMI) in non-Anglophone countries, particularly in undergraduate programs in Saudi Arabia. The research question investigates how EMI policies contribute to educational inequity and inequality, with a particular emphasis on students' experiences and perceptions.
The purpose of the study is to explore the structural inequities that arise from implementing EMI in undergraduate programs where English is not the students' first language. The study aims to provide insights into the challenges faced by students in adapting to EMI and to suggest solutions for promoting equity and fairness in these educational settings. The scope of the study is limited to undergraduate programs in four colleges—healthcare, sciences, engineering, and computer science—in Saudi Arabia.
The methodology employed in this study is qualitative, involving open-ended responses from 1,678 undergraduate students. The data were collected through questionnaires distributed online, with a focus on students' experiences and perceptions of EMI in their educational programs. Thematic analysis was used to identify patterns and themes in the data, which were then categorized to address the research questions.
The key findings of the study reveal significant challenges and barriers faced by students in EMI programs. These include difficulties related to language proficiency, engagement in class discussions, assessment and evaluation, and emotional and psychological struggles. The study highlights that the lack of adequate preparation in English, insufficient support from instructors, and the absence of supportive learning environments contribute to these challenges. The findings suggest a need for policymakers to re-evaluate EMI policies, provide better support for students, and consider the implications of linguistic rights in education.
The study concludes that EMI policies in non-Anglophone countries can exacerbate educational inequities and contribute to linguistic marginalization. It emphasizes the importance of promoting language rights and ensuring that students have equal opportunities to succeed in their academic programs. The implications of the study call for a reconsideration of EMI policies to promote equity and fairness, particularly in contexts where students are not fully proficient in English. The study underscores the significance of addressing the root causes of educational inequities and providing targeted support to help students overcome language barriers in their academic pursuits.