ShodhPatra: International Journal of Science and Humanities

Teachers’ Experiences on the Implementation of EMI in ELT Class Room in the Doti District: Narrative Inquiry

This paper explores the experiences of English Language teachers’ experiencing on the implementation of EMI in ELT classrooms in community schools through qualitative study research methodology. This research investigates the experiences of English as a Second Language (ESL) teachers in implementing English Medium Instruction (EMI) in their classrooms, utilizing a narrative inquiry approach framed by Vygotsky's sociocultural theory. The study explores the challenges, strategies, and perceptions of teachers who have adopted EMI in their teaching practices. Through analysis of their narratives, the study seeks to understand the impact of EMI on teachers' professional development, classroom dynamics, and ultimately, student learning. The study looks at how English Language Teachers’ Experiences the use of EMI in the different ESL classroom having heterogeneous sociocultural backgrounds settings through in-depth interviews of English Language teachers and classroom observations. This study has revealed that the teachers experience English as a medium of instruction as a practice to boost up their confidence personally as well as academically despite their EMI hardships in and outside their educational settings. Keywords: EMI, Experiences and Implementation