EMI and Teacher Preparedness and Competence: Challenges and Prospects

English medium instruction (EMI) is a necessity and reality of the education system in India. A study of the history of English Language Education in India reveals that EMI is shaped by and is shaping the social, psychological, and economic space and identity of generations of learners. As governments and policymakers realize that English and EMI are an “economic necessity” (Krishnaswamy & Krishnaswami, 2006), the age for acquiring English is lowered in many states in India like it is across the globe (Nunan, TESOL Matters 9:3, 1999). The UDISE (Unified District Information System for Education) report (2019–2020) reveals that 26% of all school children in India study in English medium schools. However, in many so-called English medium schools, instruction is often offered in the local language (Nagarajan, 26% of school kids in English medium; nearly 60% in Delhi. Times of India, 2021) raising uncomfortable questions about teacher preparedness and competence and children’s readiness. This chapter attempts to document the challenges involved in the implementation of EMI. The study is carried out in Andhra Pradesh (a Telugu-speaking state) where EMI is introduced at the upper primary and primary levels in 2020 and 2021 respectively. Findings reveal that while teachers are anxious and apprehensive and experience self-doubt and a lack of confidence in their competence, parents welcome the policy of EMI.