| Abstrakt: |
This study investigates the effects of English Medium Instruction (EMI) on African educational systems, focusing on the barriers to education that students encounter due to limited English proficiency in countries where English is not the native language. The authors employed a mixed methods approach, uncovering students' systemic challenges, particularly the high English proficiency requirements for university admissions, which risk excluding those with lower English fluency. By addressing the complex challenges that African students face with EMI, this study advocates for an educational system that respects and aids students from various linguistic backgrounds. The research emphasizes the critical role of English language skills in students' academic success across all subjects, given the exclusive use of English for teaching. Drawing from a dataset of 36 participants, the study offers a range of pedagogical and policy recommendations to advance inclusivity, equity, and diversity in EMI settings. These recommendations include recognizing student diversity, implementing fluency-centered teaching methods, differentiated instruction, task-based and flipped classroom approaches, cultural exchange activities, the integration of bridge English courses into higher education, parental involvement, curriculum reform, focused teacher training, professional development, equitable resource allocation, bilingual education programs, controlled translanguaging adoption, and gradual policy implementation. These recommendations will help educational systems accommodate diverse linguistic backgrounds, provide essential language support, and promote a supportive academic environment. This paper contributes to the broader discussion on inclusion, equity, and diversity in second-language education, offering valuable insights and recommendations for policymakers, educators, and researchers. [ABSTRACT FROM AUTHOR] |
