Vivit Rosmayanti
The rise of English as a Medium of Instruction (EMI) in education has raised concerns about linguistic equity, language death, and educational opportunities for non-native English speakers. While EMI enhances international career prospects and job opportunities, it often violates the rights of multilingual learners who may struggle to understand academic terminologies in their second language. The paradox between EMI and linguistic human rights is explored, with the potential consequences of cognitive overload, language loss, and socio-emotional difficulties for plurilingual learners. The chapter suggests the use of bilingual pedagogy or translanguaging to restore the negative impact of EMI and enhance linguistic participation in a more inclusive environment. Policies promoting an optimal EMI model, such as bilingual EMI systems, language support services, and institutional policies that allow for linguistic rights, can protect linguistic human rights, encourage multilingualism, and ensure success in multicultural educational settings. © 2026 by IGI Global Scientific Publishing. All rights reserved.
Universitas Negeri Makassar, Indonesia
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