Critical Digital Approach in EMI for Decolonizing Education

Abstract

The hegemony of English as a Medium of Instruction (EMI) in postcolonial education systems has always been a coercion in the reinforcement of linguistic hierarchies and marginalized local languages and, ultimately, the perpetuation of colonial legacies. In its dominance of the English language, social media, for example, has always been an illustration where of such dominance. Consequently, the article presents a theoretical account of how the Critical Digital Approach can be harnessed to challenge such trends and dismantle colonial heritage in EMI. In so doing, it appropriates diverse fields of study such as sociolinguistics, educational studies and postcolonial studies. It also attempts to investigate the pedagogical integration of social media as a space for marking linguistic diversity and voice-giving to dominated cultures. It also contains illustrative case studies to demonstrate how such sites can promote linguistic diversity and amplify marginalized cultural voices. By doing so, this article establishes a conceptual framework for mainstreaming Critical Digital Literacy (CDL) in EMI. Practical steps include promoting multilingual content creation, critically evaluating digital content, and mainstreaming local knowledge systems into curricula. This paper brings forth a discussion that aims to empower students and teachers in reclaiming digital places, promoting equality and inclusion in the use of EMI.