Kavya Menon
Independent Researcher
Karnataka, India
Abstract
Over the period 1995–2015, English-Medium Instruction (EMI) experienced rapid expansion in rural Maharashtra’s schooling landscape, driven by national and state education policies that prioritized English proficiency as a vehicle for socio-economic mobility. This study offers a comprehensive analysis of stakeholder attitudes toward EMI in five rural districts, examining perceptions held by students, teachers, and parents. Employing a stratified survey of 200 participants, supplemented by thematic analysis of open-ended responses, the research investigates perceived cognitive, cultural, and logistical impacts of EMI adoption. Quantitative findings indicate that a majority of students (72%) and parents (68%) view EMI as essential for future academic and career success, yet many report comprehension difficulties when complex concepts are taught in English. Teachers, while acknowledging the long-term benefits of English fluency, express concerns over inadequate training and resource constraints. Qualitative themes highlight “language anxiety,” “resource scarcity,” and “cultural displacement,” underscoring tensions between aspirational goals and on-the-ground realities. The study concludes that a calibrated bilingual approach—integrating Marathi scaffolding with gradual English immersion—combined with targeted teacher professional development and context-appropriate materials, can optimize learning outcomes without sacrificing mother-tongue competence. Recommendations are offered for policymakers, school administrators, and teacher-training institutes to collaboratively design EMI frameworks that are pedagogically sound, culturally sensitive, and sustainable in resource-limited rural settings.
Keywords
English-Medium Instruction, Rural Education, Maharashtra, Stakeholder Attitudes, Bilingual Pedagogy
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