English as a Medium of Instruction at Tertiary Level Classrooms:Indian Teachers’ Perspective
Keywords:
EMI, English proficiency of rural teachers, Tertiary Level, NEP, Translation MethodAbstract
This study examines the implementation of English as a Medium of Instruction (EMI) at the undergraduate level in higher education institutions affiliated to Swami Ramanand Teerth Marathwada University, Nanded, Maharashtra. A quantitative survey was conducted across 154 colleges that were categorized as rural, urban, and semi-urban. Data were collected using a structured questionnaire, targeting teachers across diverse disciplines including Science, Commerce, and Humanities. Findings reveal significant reliance on native languages for classroom instruction, despite official policies promoting EMI. While 63.6% of teachers support EMI, challenges such as limited English proficiency, the need for teacher training, and students’ reluctance, particularly in rural areas, are evident. The study highlights disparities between urban and rural contexts and underscores the necessity for targeted training programs to enhance English communication skills. The results contribute valuable insights to EMI implementation barriers and propose strategies to improve English language teaching in tertiary Indian classrooms
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