ABSTRACT
EMI programmes in contexts where the English language is not typically used are often seen to be hegemonic, depriving certain groups of equitable educational opportunities. This chapter contributes to the literature on the conflicting linguistic demands of higher education (HE) institutions. Premised on the notion that national HE institutions have a responsibility to protect and promote the identity and culture of its society, the study reported here is based in the Maldives where the HE sector is still very young but is dominated by EMI programmes. The few programmes that do offer HE in the medium of Dhivehi, the country's national language, are therefore important exceptions. Nevertheless, the influence of English pervades even these few programmes. This study discusses the extent to which policies and pedagogies in Dhivehi-medium programmes are linguistically responsive to student needs. Survey responses from 75 students reveal that even though Dhivehi is officially the medium of instruction for the programmes the students were enrolled in, the institution's EMI policies affected their learning both in and outside the classroom. This dependence on English was seen to be a challenge that disregarded their linguistic needs and created an obstacle to their educational attainment.
