Issues and challenges of English-medium instruction in higher education and the use of digital technology

Abstract

The language medium used for teaching and learning is a critical factor for academic success because of the close connection between language proficiency and academic competence. The use of English- medium instruction (EMI) as found in higher education in Nigeria is also a world- wide phenomenon through which advanced concepts are expressed. However, in spite of the prevalence of the use of EMI to teach content in non- language related courses at this level and the important role it plays in learning outcomes, it is an under- search field. Therefore, based on Spolsky's (1989) model of second language learning which describes how learners' social context, attitudes and motivations, formal and informal learning opportunities interact to determine the quality of language and content learning as well as his theory on language policy formulation and management, EMI in Nigeria is examined. Taking into account how teaching and learning in higher education courses are impacted by government policy as well as the challenges experienced by students and teachers, this study attempts to assess how effectively national learning goals are being achieved. Attention is then drawn to how digital technology can address identified problems and advance effective language use in content learning.