Abstract
There is increasing attention to granting wider access to education through English as a medium of instruction (EMI) in many parts of the world. This is usually based on the perception of the range of socio-economic benefits policy makers associate with higher English language proficiencies and the assumed access to the global economy through the use of English as an international lingua franca. However, this focus on advantages by policy makers in many respects ignores existing local realities. It also tends to disregard long-term negative effects, some of which generate multiple waves of complications, with potentially adverse effects on individuals, institutions, and society at large. This chapter examines issues arising from this, and draws from examples across the globe to attempt an explanation to the complications that have developed along this line from policy to practice.
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Ekembe, E.E., Njika, J., Mackenzie, A. (2023). English Language Policies and Practice in the World: From Problems Toward Solutions. In: Ekembe, E.E., Harvey, L., Dwyer, E. (eds) Interface between English Language Education Policies and Practice. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-14310-6_1
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