English as Medium Instruction (EMI) and Educational Inequality: Perspectives of Students and Teachers at Tertiary Level in Bangladesh
DOI:
https://doi.org/10.54855/ijte.25531Keywords:
classroom equality, educational challenges, educational system, English language practice, tertiary educationAbstract
Though English is considered one of the most prestigious languages, reliance on EMI increases educational gaps. Recent studies have shown that EMI is becoming more widespread in universities, but there is a lot we remain unaware of regarding the challenges students and teachers have when attempting to close this gap in knowledge. The purpose of the study is to investigate the perceptions of students and teachers towards educational inequality in classes. A mixed method was adopted, and a survey of 50 students and an interview with 10 teachers were conducted. This study's findings revealed students' acquaintance with educational disparity in English-led learning and teachers' challenges due to inequality among the students. These findings also suggest the need for a better teaching and learning environment by giving recommendations. This research highlights the need to build inclusive EMI classrooms through interventions and instructional practices to close achievement gaps.References
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