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Navigating the Global Shift: A Qualitative Systematic Review of English as a Medium of Instruction (EMI) in Higher and Secondary Education | ||
| Interdisciplinary Studies in English Language Teaching | ||
| دوره 4، شماره 2 - شماره پیاپی 8، 2026، صفحه 20-40 اصل مقاله (519.29 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22080/iselt.2026.31423.1176 | ||
| نویسندگان | ||
| Masoud Taghipour* 1؛ Mehran Talebi2 | ||
| 1English Language and Literature, Persian Literature and foreign languages, Allameh Tabataba'i University, Tehran, Iran. | ||
| 2Department of English Language and Literature, Faculty of Persian Literature and Foreign Languages, Allameh Tabatabai University, Tehran, Iran. | ||
| تاریخ دریافت: 09 اسفند 1404، تاریخ بازنگری: 09 خرداد 1405، تاریخ پذیرش: 12 خرداد 1405 | ||
| چکیده | ||
| The global proliferation of English as a Medium of Instruction (EMI) has transformed higher and secondary education, driven by the dual imperatives of internationalization and economic competitiveness. Following the PRISMA guidelines, this review synthesizes 26 empirical studies and critically evaluates the impact of EMI, considering attitudes, competencies, classroom interactions, and teacher-student outcomes. This systematic review identifies a tension between the unconditional requirement that English serves as the standard gateway to global civic identity or work mobility and the highly challenging effective implementation of EMI, owing to several pedagogical complications. The review’s significant implications are that: (1) "English-only" policies are highly inconsistent with the pedagogical approach of translanguaging; (2) the prerequisite for effective classroom interactions is the teacher’s self-efficacy beliefs, rather than linguistic skills; (3) the "content effect" of EMI significantly harms academic outcomes, especially among less academically proficient groups; and (4) inadequate institutional support infrastructure exists for pedagogical retraining, particularly the authorization requirements for valid certification. The review concludes that, to implement EMI effectively, institutions must abandon the instrumental instinct, which serves as the primary driver, and instead acquire appropriate pedagogical skills for content-based learning rather than linguistic learning alone. | ||
| کلیدواژهها | ||
| English as a Medium of Instruction؛ Internationalization؛ Higher Education؛ Teacher Cognition | ||
| مراجع | ||
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