English medium instruction in the higher education in Pakistan: A retrospective analysis using the ROAD-MAPPING framework

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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