Abstract
This chapter provides an overview of some of the core issues in English as a medium of instruction (EMI) in higher education (HE) in Pakistan. After contextualising EMI within the larger medium of instruction debate in the country, the chapter critically reviews some of the relevant findings from three major studies on attitudes towards languages in Pakistan. The chapter then evaluates the impact of EMI on academic performance by looking at current research on students’ language backgrounds, students’ English language proficiency, and research publications by Pakistani academics. The findings of this assessment suggest that the current EMI policies in HE do not enable all students in HE and might actually perpetuate the socio-class variations in the society. Next, the chapter discusses the role of language within EMI and considers what type of ‘English’ is appropriate within a HE context. Finally, the chapter looks at one project that successfully supported students’ English language and literacy skills as an example of how some of the issues discussed in this paper may be redressed. In summary, this paper critically analyses the status and use of EMI in HE in Pakistan and suggests some ways to move forward.
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