Learning subject matter through English as the medium of instruction: students’ and teachers’ perspectives

Abstract

Many policy-makers are in favor of Content Language and Integrated Learning (CLIL) for this approach integrates both language and content. In Indonesia, CLIL is locally known as English as a medium of instruction (EMI) where content subjects are taught in English. This present study presents the results of implementing an EMI policy in a large college in Indonesia, a semester after the start of the implementation. The main objectives of the study were to seek the views of both the students and teachers regarding the use of EMI. Questionnaires, classroom observations, and interviews were used as the research instruments. The findings suggest that both students and teachers acknowledge the important role of English in the world. However, both reported a host of problems with the implementation of EMI. In this paper, I would also suggest ways to deal with these from both institutional and curricular perspectives.

Keywords:

• content language and integrated learning (CLIL)
• English as a medium of instruction (EMI)
• higher education
• students’ and teachers’ perceptions

Acknowledgements

This paper could not have been written without the invaluable support of Dr Willy A. Renandya of National Institute of Education, Nanyang Technological University – Singapore and Adrian Wahyu Setiawan, M.Ed of Adelaide University. The earlier draft of this paper was presented at 4th International Symposium: Alternative Pedagogies in the English Language and Communication Classroom held by Centre for English Language Communication (CELC) of National University of Singapore (NUS).