Thailand: Measuring the “Unmeasured” EMI Programs in Thai Public Schools

This contribution focused on the intricate domain of English as medium of instruction (EMI) practices in Thai public schools, aiming to shed light on the subtle nuances of equality and equity within these programmes. Employing a documentary research methodology, we analyzed primary and secondary documents, encompassing crucial policy statements and research papers, to gain a holistic understanding of the EMI policy and its implementation. The study uncovered significant challenges to the ‘Education for All’ philosophy. These included accessibility barriers primarily rooted in the limited availability of Intensive English Programmes (IEP) and financial constraints faced by potential students. In addition, the research underscored concerns about equity, particularly regarding inadequate language support, resource allocation, and the scarcity of qualified teachers, especially in the sustainable execution of IEP. By illuminating these intangible aspects of equality and equity within the context of EMI policy, this study aims to stimulate further scholarly dialogue and research, ultimately advocating for more equitable and sustainable practices in English language education.