Using English Medium Instruction (EMI) in secondary schooling for mathematics and science subjects brings both significant advantages and challenges. One of the key benefits is the access students gain to a wider range of global resources. English is the dominant language in scientific research, with most academic articles, textbooks, and journals published in English. By learning in English, students can tap into these resources, which can deepen their understanding and prepare them for higher education and careers in international fields, particularly in science and technology.

Additionally, EMI can enhance students' cognitive skills. Learning complex subjects like mathematics and science in a second language forces students to think critically and analytically. This dual challenge of mastering both the subject matter and the language can develop strong problem-solving skills, which are valuable not only in academics but also in real-world situations where critical thinking is required.

However, there are also several challenges that come with EMI. The primary concern is that students who aren't proficient in English might struggle to fully grasp the content. Mathematical formulas, scientific theories, and other technical concepts can already be difficult to understand, and when presented in a second language, they become even more challenging. This language barrier can lead to misunderstandings and hinder learning, making students less confident in their abilities and more likely to disengage.

Moreover, EMI can create cognitive overload. Learning complex scientific or mathematical concepts requires significant mental effort, and when students must also focus on understanding a foreign language, this can be overwhelming. This added pressure can lead to frustration, especially for students who have limited language skills, and it may ultimately impact their academic performance.

Another disadvantage of EMI is the potential for inequality in the classroom. Students with stronger English skills will likely have an easier time with the material, while those who struggle with the language may fall behind. This creates disparities in learning opportunities, and it can affect students' self-esteem and motivation. Additionally, if teachers themselves are not fully proficient in English, it can be difficult for them to explain complex topics clearly, which can further hinder student understanding.

In conclusion, while EMI offers clear benefits, such as greater access to global resources and the development of critical thinking skills, it also presents significant challenges, particularly in terms of language barriers and cognitive overload. To make EMI effective, it is essential to provide adequate language support for students and ensure that teachers are capable of teaching complex subjects in English. Without these supports, the challenges of EMI can outweigh the benefits, leaving some students struggling to keep up.

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The following ones are some academic studies on the subject:

Article The Effects and Implications of The Use of English as a Medi...

https://www.routledge.com/English-Medium-Instruction-in-Secondary-Education-Policy-Challenges-and-Practices-in-Science-Classrooms/Pun/p/book/9780367431457?srsltid=AfmBOooWDW2UAU5p84gAMUYBUSdN2UZUSMQwKhilGfSxJbSlee7iU5T_

https://files.eric.ed.gov/fulltext/EJ1263719.pdf

https://www.cambridgeenglish.org/Images/168751-teaching-maths-through-english-a-clil-approach.pdf

https://repository.udom.ac.tz/server/api/core/bitstreams/6de477d0-d9db-4850-be47-0d789a5ab93a/content

https://www.iier.org.au/iier34/anaam.pdf

Article Perceived Effectiveness on the Use of English Language in Te...

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