Linguistic shaming and emotional labour: English medium of instruction (EMI) policy enactments in Kiribati higher education

Abstract

The government of Kiribati, in navigating the intersection of post-colonialism and decolonization, neoliberal ideology, and climate change, has adopted a policy of English-medium instruction (EMI) in education. This paper explores the emotional labour of two leaders/administrators in higher education attempting to enact the EMI policy. Thematic analysis of interview data found that their policy enactment work is constrained by values, attitudes and practices which attach shame to the use of English. Participants navigate experiences of shame and shaming practices, identity conflicts, frustrations, and lack of control/power due to failures to use EMI in institutions, whilst maintaining respectful relations with staff. It was concluded that EMI policies need to account for situations in which those directly tasked with oversight of policy enactment must deal with rejection of language policy as fracturing community identity and cohesion, and consider strategies that allow judicious negotiation by stakeholders of policy demands in local communities.