edscienceОбразование и наукаThe Education and science journal1994-56392310-5828RSVPU10.17853/1994-5639-2022-1-53-66edscience-2543Research ArticleОБЩИЕ ВОПРОСЫ ОБРАЗОВАНИЯGENERAL EDUCATIONАнглийский язык как средство обучения в высшем образовании Пакистана: ретроспективный анализ с использованием роудмаппингаEnglish medium instruction in the higher education in Pakistan: A retrospective analysis using the ROAD-MAPPING frameworkhttps://orcid.org/0000-0002-7507-6072СиддикиК. А.SiddiquiK. A.

Сиддики Камран Ахтар – преподаватель английского языка факультета математических и социальных наук

Суккур

Kamran Akhtar Siddiqui – Lecturer in English, Faculty of Math and Social Sciences

Sukkur

Kamran.akhtar@iba-suk.edu.pkУниверситет Суккур IBASukkur IBA University2022170120222415366Copyright © Сиддики К.А., 20222022Сиддики К.А.Siddiqui K.A.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.edscience.ru/jour/article/view/2543

Введение. Методика EMI (English Medium Instruction – английский как средство обучения) все чаще используется из-за распространения английского языка по всему миру. Интернационализация и глобализация вынудили различные страны принять EMI. Однако внедрение данной методики в системе высшего образования в Пакистане было скорее колониальным наследием, чем продуманным выбором. Фактически EMI остается средством обучения в высших учебных заведениях Пакистана более 70 лет.Цель. Целью статьи является изучение факторов, которые способствовали внедрению и продолжению использования EMI в высшем образовании в Пакистане.Методология и методы. Работа основана на ретроспективном анализе доступной литературы по обучению на английском языке в системе высшего образования в Пакистане с использованием роудмаппинга. В рамках дедуктивного подхода применялся метод качественного анализа текста (основанный на концепции), в рамках индуктивного подход – тематический анализ (основанный на данных).Результаты. Анализ показал, что английский играл (и до сих пор играет) роль официального языка и средства обучения на университетском уровне. Также было установлено, что эти роли оставались спорными, но незыблемыми из-за неясной политики в отношении местных языков и молчаливой, непоколебимой поддержки, которую EMI получала из коридоров власти. Помимо этого, было отмечено, что за прошедшие годы значительно поддержали методику EMI учителя, родители и студенты высших учебных заведений. И наоборот, нельзя отрицать, что EMI создает педагогические проблемы для студентов и преподавателей, что проявляется в их борьбе с академической аккультурацией. Более того, было обнаружено, что противоречие между международными требованиями и потребностями на локальном уровне не только создало социально-экономический разрыв, но и препятствовало развитию местных языков.Научная новизна. Научная новизна этой работы состоит в представлении более широкой картины независимых, но взаимосвязанных аспектов, которые повлияли на EMI в высшем образовании в Пакистане.Практическая значимость. В исследовании делаются интересные выводы на основе анализа и обсуждаются практические рекомендации для основных сторон. Таким образом, статья будет достойна рассмотрения преподавателями, заинтересованными в изучении данной концепции в контексте Пакистана, где в литературе не хватает теоретически обоснованной существенной работы в этой области исследований.

Abstract. Introduction. EMI (English as a medium of instruction) is increasing far and wide due to spread of English around the world. Internationalisation and globalisation have compelled various counties to adopt EMI. However, the adoption of EMI in the higher education in Pakistan was more a colonial legacy than a thoughtful choice. In fact, EMI has remained the medium of instruction in the higher education in Pakistan for over seventy years.Aim. The aim of the article was to examine the factors that have contributed to implementation and continuation of EMI in the higher education in Pakistan.Methodology and research methods. The work is based on the retrospective analysis of the available literature on English-medium instruction in the higher education in Pakistan using the ROAD-MAPPING framework. Qualitative text analysis method (concept-driven) was utilised to deductively analyse the data. Thematic analysis of data was conducted employing inductive approach (data-driven).Results. The analysis revealed that English played (and still plays) the roles of official language and MOI (medium of instruction) at the university level in Pakistan. It was also established that these roles remained controversial yet unbeatable due to unclear policies regarding local languages and the tacit, unflinching support EMI received from the corridors of power. In addition, it was also observed that over the years, EMI had received considerable favour from teachers, parents and students in the higher education. Conversely, the research evidence indicated that EMI posed pedagogical challenges to students and teachers which were evident in students’ struggle with academic acculturation. Moreover, it was found out that tensions between international demands and local needs have not only created a socio-economic gap but have also discouraged the development of local languages.Scientific novelty. The scientific novelty of this work presents a bigger picture of independent yet interconnected dimensions that have influenced EMI in higher education in Pakistan.Practical significance. The study draws interesting conclusions based on the analysis and discusses practical recommendations for key stakeholders. Thus, the work will be worthy of consideration by educators who are interested in studying this concept in the context of Pakistan where the literature desperately lacks any theoretically-backed substantial work in this research area.

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The authors declare that there are no conflicts of interest present.