ABSTRACT
English medium instruction (EMI) in higher education is not entirely a new phenomenon in South Asia. Although previous studies have reported on EMI in Bangladesh and Nepal, the focus has been on the policy and only limited attention has been given to its impact on social inequality. This chapter begins by historically situating the English language in education in Bangladesh and Nepal by surveying the existing literature. Then it presents the current EMI situation by examining existing language in education policy documents and EMI survey data from science, technology, engineering, mathematics, and business students and teachers of two well-established universities (one from each country). The data are further scrutinised in relation to social justice by applying Amartya Sen's capabilities approach, specifically expansion of capabilities (capacity development and opportunities), which is novel in EMI research in higher education. The chapter will conclude with implications for EMI and social justice in higher education in these two countries and similar contexts.
