English-medium education

Initially this is associated with the expansion of English from its homeland in England and the lowlands of Scotland and its spread to the rest of Great Britain and Ireland, beginning in the sixteenth century.

Also in higher education, due to the recent trend towards internationalization, an increasing number of degree courses, particularly at master's level, are being taught through the medium of English.

[4] Known as English-medium instruction[5] (EMI), or ICLHE (integrating content and language in higher education),[6] this rapidly growing phenomenon has been contested in many contexts.

These policies were gradually abolished in the wake of Canada's adoption of official bilingualism (French/English) in 1969 and multiculturalism in 1971, but English remains the predominant language of education outside of Quebec and New Brunswick.

An often quoted example of the effects on the Welsh language is the first section of the Laws in Wales Act 1535, which states: "the people of the same dominion have and do daily use a speche nothing like ne consonant to the naturall mother tonge used within this Realme" and then declares the intention "utterly to extirpe alle and singular sinister usages and customs" belonging to Wales.

(3) and also that from henceforth no Person or Persons that use the Welsh Speech or Language, shall have or enjoy any manner Office or Fees within this Realm of England, Wales, or other the King's Dominion, upon Pain of forfeiting the same Offices or Fees, unless he or they use and exercise the English Speech or Language.An effect of this language clause was to lay the foundation for creating a thoroughly Anglicised ruling class of landed gentry in Wales, which would have many consequences.

[10] The poet Edmund Spenser wrote[11] in (1596) a recommendation that "the Irish ... be educated in English, in grammar and in science ... for learning hath that wonderful power of itself that it can soften and temper the most stern and savage nature."

According to the official opinion of later Commissioners, expressed in a formal reply to the Chief Secretary in 1884, " the anxiety of the promoters of the National Scheme was to encourage the cultivation of the English language.

Attempts were made by legislation, in the later medieval and early modern period, to establish English at first among the aristocracy and increasingly amongst all ranks by education acts and parish schools.

Among the items listed in this agreement was the "planting of the gospell among these rude, barbarous, and uncivill people" by Protestant churches; the outlawing of bards who were traditionally on circuit between the houses of noblemen; the requirement that all men of wealth send their heirs to be educated in Lowland schools where they would be taught to "speik, reid, and wryte Inglische."

The then King James VI, followed this by the School Establishment Act 1616, which sought to establish schools in every parish in the Scottish Highlands so that "the youth be exercised and trayned up in civilitie, godlines, knawledge, and learning, that the vulgar Inglische toung be universallie plantit, and the Irische language, whilk is one of the chief and principall causes of the continewance of barbaritie and incivilitie amongis the inhabitantis of the Ilis and Heylandis, may be abolisheit and removeit.

"[16] In 1709 the Society in Scotland for Propagating Christian Knowledge (SSPCK) was established in order to further funding sources for Highland church schools.

In 1741 the SSPCK introduced a Gaelic-English vocabulary, then in 1766 brought in a New Testament with facing pages of Gaelic and English texts for both languages to be read alongside one another, with more success.

A move towards bilingual secondary education in the Western Isles was frustrated by a change of government in the 1979 United Kingdom general election.

That is why an education system, up to the level represented by the college here in Skye, is so important – to ensure fluency and literacy which will continue to renew the health and creativity of the language.

The articles of the rebels states: "and we the cornyshe men (whereof certen of vs vnderstande no Englysh) vtterly refuse thys new English.

"[21] British records[22] show that indigenous education was widespread in the 18th century, with a school for every temple, mosque or village in most regions of the country.

Subjects taught included Reading, Writing, Arithmetic, Theology, Law, Astronomy, Metaphysics, Ethics, Medical Science and Religion.

The 1817 publication of James Mill's History of British India[23] proved to be a defining text in the theories of how education policies should be formed (ed.

His ideas discredited Indian culture, language and literature even as its assumptions of moral superiority authorised and justified the presence of the British in India.

In 1835 Lord William Bentinck revitalised the earlier Charter Act with his New Education Policy which determined that English should be the official language of the courts, diplomacy and administration.

Mac Síomóin quotes the Filipino scholar E. San Juan who made the following comment regarding the use made by the US administration of the English language to rule his country: Its conquest of hegemony or consensual rule was literally accomplished through the deployment of English as the official medium of business, schooling and government.

This pedagogical strategy was designed to cultivate an intelligencia, a middle stratum divorced from its roots in the plebeian masses, who would service the ideological apparatus of Anglo-Saxon supremacy.

Throughout the nineteenth century, Afrikaners resisted government policies aimed at the spread of the English language and British values, and many educated their children at home or in the churches.

British scholar Jacquelin Widin suggests that education as a public good is no longer a current value in itself but rather an item traded by the defenders of centralised wealth.

This is one of the reasons why in the last decade there has been a huge increase in the number of bachelor's and master's programmes where teaching is conducted entirely in English (English-taught programs, ETPs).

[68] On the other hand, non-native speakers have to reach an adequate level of English in order to fulfill the admission requirements in EMI courses.

Especially in rural areas, there is a shortage of qualified teachers, a lack of appropriate instructional materials and, above all, the absence of a sociolinguistic environment in which English is meaningful.

These discourses represent both resistance and accommodation to the hegemony of the West with a promotion of nationalistic values and learning a Western mode of communication, namely, English.

[75] These decisions have had detrimental effects and have created many issues in the Chinese school system, due to the lack of English-language professors and appropriate funds.