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An English-medium education system is one that uses English as the primary medium of instruction—particularly where English is not the mother tongue of students.. 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.
English-Medium-of-Instruction (EMI) schools adopt English as the medium of instruction for almost all classes. Chinese-Medium-of-Instruction (CMI) schools generally adopt Cantonese as the medium of instruction, but a significant number of CMI schools use English for high school courses. English is used almost exclusively at the tertiary level.
Thomas Babington Macaulay (1800–1859). Macaulayism refers to the policy of introducing the English education system to British colonies. The term is derived from the name of British politician Thomas Babington Macaulay (1800–1859), who served on the Governor-General's Council and was instrumental in making English the medium of instruction for higher education in India.
They are taught till pre-university level. Previously, students either attended an English-medium or a "vernacular school", which taught in one of the mother tongues. In 1960, government legislation standardised the primary medium of instruction to English, with the different vernacular languages ("mother tongue") allocated as the second language.
Besides English, Singapore recognizes three other languages—Malay, Mandarin Chinese and Tamil. English was established as the medium of instruction in schools during the 1960s and 1970s and is the language of trade and government while the other three languages are taught as second languages ("mother tongues").
English-medium-of-instruction schools, also known as EMI schools, are secondary schools that use English as a medium of instruction in Hong Kong. As of 2019 [update] there are currently around 100 EMI schools, accounting for around 30% of the total local secondary schools.
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For example, In English language arts classes, Northrop and Kelly (2018) found that in 8th grade low-track students read less challenging texts than students of similar achievement in grade-level classes, part of a pattern of more skill and strategy instruction and less literature analysis.