To begin, English as a medium of instruction makes it hard for students to learn and for teachers to teach the lessons effectively. For instance, Wailliams found out that in Saharan African countries in EMI classes, students were not able to understand the teachers and the textbooks (as cited in Vu and Burns, 2014, p.4). In addition, Vinke et al. reported that in Netherlands teachers face many challenges in the usage of English language. They also specify that teachers find difficulties in paraphrasing, searching of words, and summarizing statements. This probably affects students’ learning such as not having a clear view of the text which ends up in loss of knowledge (as cited in T. T. Vu and Burns, 2014, p.5). Moreover, in an interview with lecturers in Vietnam clearly specifies that most of them were not satisfied with teaching in English language. They mentioned that students had difficulty in understanding because the lecturers were not able to express themselves cle...
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...ruction have some negative impacts on society. For instance, for students and teachers who are non-English speakers it gets hard to understand and teach effectively. In addition EMI probably will have influence on the other languages, which can result in culture problems. As a whole, EMI tends to create difficulties for students to focus on learning and hardship for teachers to teach effectively their subjects also, it may not allow such societies to spread and encourage their culture and language. Many countries that are using English as a medium of instruction like Netherlands, India and Pakistan are facing such kinds of challenges. The countries where English is not the native language should use English as a second language so that they could prevent the disadvantages and at the same time get benefit from English, which is known as the language of communication.
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