English Medium Instruction (EMI) in Teaching Chemistry to Engineering Students in Bangladesh: An Analytical Review

Emphasizing its problems and impact on the learning achievement and student participation, this study 
analyzes English Medium Instruction (EMI) provision to Bangladeshi higher education system's chemistry 
programs. It unveils Notable language issues confronted by students that hinder their academic 
comprehension and communication in EMI setting. Findings show that while EMI encourages access to global 
scientific knowledge, its success hinges considerably on measures of language support and the willingness of 
instructors to employ learning in a foreign language. The assessment demands educational authorities to 
include strong language support programs and improving faculty training programs. In addition, it stresses 
the importance of the pressing need in follow-up research to study the long-term impact on student 
performance and efficient teaching in EMI settings. This study contributes significantly to the discourse of 
EMI in Bangladesh and calls for the implementation of policies that support academic success and equal 
access to quality education, especially in the STEM fields.