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Impact of English Instruction on Non-Native Speakers’ Performance: Sweden
The article Teaching in English Linked to Worse Results and More Drop-Outs delves into the tangible impact of English Medium Instruction (EMI) on non-native English speakers, spotlighting a Swedish study that reveals a correlation between teaching in English and diminished academic performance and higher dropout rates. This investigation challenges the globally accepted practice of employing English as a universal instructional language, particularly in non-English-speaking countries. The researchers’ findings highlight a significant impediment to learning, stemming from language barriers, which could stymie the intended educational outcomes, thereby necessitating a reevaluation of EMI’s effectiveness in diverse linguistic landscapes.
The article illuminates a major concern regarding the efficacy of English as a medium of instruction, particularly for non-native speakers, as evidenced by the Swedish study. It suggests that while English is increasingly adopted as a global instructional language, it might not always serve the educational interests of non-native speakers, as it could hinder their academic performance and increase dropout rates. This study, through its rigorous methodological approach, emphasizes the need for a more nuanced understanding and possibly a reevaluation of language policies in higher education, to ensure that the intended learning outcomes are met, and students are set up for success, irrespective of their linguistic backgrounds.
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Teaching in English Linked to Worse Results and More Drop-Outs
A new study from KTH Royal Institute of Technology and Chalmers University of Technology in Sweden indicates that employing English for teaching in higher education can significantly hinder learning outcomes if the students are not native English speakers. This was … Continue reading
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