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DOI: 10.15507/1991-9468.029.202501.049­-067

UDC 37::(6)(5)

 

Englishization of Education: A Critical Look at Africa and Asia

Dmitriy S. Khramchenko
Dr.Sci. (Philol.), Associate Professor, Professor of the Department of the English Language 4, MGIMO University (76 Prospekt Vernadskogo, Moscow 119454, Russian Federation), ORCID: https://orcid.org/0000-0003-3038-8459, Scopus ID: 57221936139, Researcher ID: N-8008-2018, SPIN-code: 1579-6336, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract
Introduction. Globalization has dramatically transformed existing educational paradigms, with English emerging as a dominant language in academia and the workforce. This phenomenon, known as “Englishization”, particularly affects educational systems in Africa and Asia through their adoption of English Medium Instruction (EMI). The article aims to explore the motivations, challenges, and impacts of EMI in these regions, focusing on linguistic identity, educational equity, and pedagogical effectiveness.
Materials and Methods. The study employs a qualitative research approach, involving a comprehensive review and thematic analysis of academic publications, policy documents, educational reports, and case studies published between 2000 and 2024. A systematic search of the Google Scholar database and analysis of secondary data enabled the identification of general patterns and contradictions in academic discussions on Englishization, identifying key themes and concepts making up the contemporary views on this phenomenon.
Results. The analysis revealed key themes of the scientific discourse on Englishization: the growing prominence of EMI driven by globalization and internationalization, the benefits and challenges of EMI implementation, and the impact on local linguistic identities and educational outcomes. Although EMI enhances international collaboration and employability, it also poses significant challenges: insufficient teacher training, language proficiency problems, and potential marginalization of local languages and cultures. The success of implementing EMI largely depends on contextual factors: state language policy and the level of economic development in the region. The findings also indicate the need for differentiated approaches to teaching, taking into account the linguistic and cultural characteristics of students.
Discussion and Conclusion. The Englishization of education in Africa and Asia represents a complex process, driven by the pursuit of international integration, economic factors, and national ambitions. Promoting EMI, despite its evident advantages, gives rise to problems related to preserving linguistic identity, ensuring equal access to education, the need to find new teaching methodologies. A promising direction for future research is the development of inclusive EMI policies which support multilingualism and consider the specific needs of inclusive education.

Keywords: englishization, English Medium Instruction (EMI), internationalization of education, bilingual education, African and Asian educational space

For citation: Khramchenko D.S. Englishization of Education: A Critical Look at Africa and Asia. Integration of Education. 2025;29(1):49–67. https://doi.org/10.15507/1991­9468.029.202501.049­067

The author has read and approved the final manuscript.

Submitted 13.08.2024;
revised 19.09.2024;
accepted 27.09.2024.

 

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