The paper titled "Linguistic Hegemony and English in Higher Education" primarily focuses on the influence of English as the dominant medium of instruction (EMI) in non-Anglophone countries, particularly within higher education. The study investigates how EMI policies affect learning outcomes, students' identities, access to educational resources, and fairness in assessments.
The purpose of the study is to evaluate the impact of EMI on both educational outcomes and linguistic practices, with a specific focus on how these policies contribute to linguistic hegemony and the marginalization of native languages. The study seeks to understand the broader consequences of using English as the sole medium of instruction in higher education, especially in the context of Saudi Arabia, where Arabic has historically been a key language of science and education.
The methodology employed in this research involves both quantitative and qualitative approaches. The researchers utilized surveys distributed to 600 students across various science, engineering, computer sciences, and medical colleges, ultimately analyzing 304 completed questionnaires. Additionally, interviews were conducted with three educational experts involved in EMI programs to gather their perspectives on the effectiveness and implications of using English as the medium of instruction.
Key findings of the study reveal significant challenges posed by EMI policies. A majority of students expressed that studying in English hindered their academic progress, with many noting difficulties in understanding course materials and expressing themselves effectively. The research also highlights the broader consequences of linguistic hegemony, including the erosion of students' native language skills, a sense of inferiority among non-native English speakers, and a potential decline in educational quality due to the linguistic barriers posed by EMI.
The study concludes that the imposition of English as the dominant medium of instruction in higher education, particularly in fields like science and medicine, may lead to several adverse outcomes. These include the marginalization of Arabic, reduced academic achievement, and the perpetuation of linguistic inequalities. The authors call for a reevaluation of language policies in higher education to promote linguistic justice, equal learning opportunities, and the preservation of national languages like Arabic, which are crucial for cultural and scientific development.