A Closer Look at EMI: Why Study English in a Non-English Speaking Country?

While there are plenty of opportunity to soak up the local language while studying abroad, many students opt for a different path by choosing a school in a non-English speaking country which uses English as the primary medium of instruction. Here’s what you need to know about this phenomenon, and why it might be right for you.

The Growth of EMI

EMI -- or “English as a medium of instruction” -- is being widely incorporated by the world’s non-English speaking colleges and universities. In fact, according to the British Council, Europe has seen a dramatic increase in English Master’s degree programs -- jumping from 560 programs in 2002 to 6,800 programs just 10 years later in 2012.

There are several reasons why this movement is afoot. For starters, English is a “lingua franca.” This is described by the Merriam-Webster dictionary as, “a language that is used among people who speak various different languages.” Familiarity with this lingua franca helps students from a diverse range of backgrounds and cultures interact with each other through the shared use of English. In fact, York St. John University’s English as a Lingua Franca’s online tutorial argues that the ability to speak English as a Lingua Franca (ELF) is in itself a process, not a product -- and one with great value at that.

Of course, there’s also a financial incentive for many universities to incorporate English. With steep competition for international students and English being a draw for many of them, higher education institutions looking to add some luster to their international appeal are turning to English as a recruitment tool. Not only is the inability to speak the local language a deterrent for many prospective international students, the introduction of EMI programs opens previously closed doors to native English speakers and non-native English speakers alike.

Perhaps no place is this seen more clearly than in higher education in France. Offering just under 700 programs for English-speakers, the country has had great success in recruiting international students granting them a "best of both worlds" opportunity free of language barriers: access to the rich French culture along with a high quality of education.

And then there’s the job market. The European Commission’s strategic framework for Education and Training moving toward 2020 highlights the fact that today’s employers are looking for diversity, and English plays a major factor when it comes down to employability. In short, while both the Bologna process and Erasmus programs promote student mobility, the ability to communicate in a common language is viewed by many as a necessary byproduct in the push toward globalization.

An Advantage or an Impediment?

Some do express concerns that English instruction for non-English natives can interfere with students’ abilities to focus directly on the academic subject. There are also concerns about the quality of lecturers' English, as well as potential issues with distinguishing whether exams are able to accurately assess subject knowledge when English language learning is also in the mix. However, it's important to remember that most schools require demonstrated proficiency in the language of instruction before acceptance is conveyed.

Others worry that EMI interferes with the local language as a higher education medium and may lead to the demise of lesser represented languages and the cultures with which they're identified. This can be countered by looking at EMI as an opportunity to enrich and enhance academic communities where all come together in an atmosphere of mutual respect and understanding.

In fact, research consistently shows that language immersion education has many advantages, including academic achievement, enhanced cognitive skills, and the development of language and literacy in multiple languages. In other words, even for non-English speakers, the opportunity to learn in an EMI program offers profound benefits.

A Shining Example

One school where English-language teaching is in full effect is Rome’s European Union Academy of Theatre and Cinema (“EUTHECA”). This program, which recruits students from around the world, incorporates English into its curriculum in order to train and prepare actors for international careers in the entertainment world. Students get all of the amazing benefits of living and learning in the bustling center of Europe's largest film studio -- Cinecittà Studios -- while learning in English.

Ultimately, while EMI may present some challenges, most agree that not only will this trend continue to rise and grow, but that it represents new and exciting potential in the world of international higher education: more opportunities for English speakers, those looking to learn English, and the academic communities which will grow and diversify through their inclusion.