The EMI Spectrum in Southeast Asia: A Typology of Singaporean and Malaysian Universities

Abstract

The increase in adoption of English as a medium of instruction (EMI) and in changes on social, cultural, and language properties at tertiary level requires an in-detail examination of language policies and support mechanisms. This study aims to inspect and draw comparisons between English proficiency requirements and national and university-based support mechanisms of EMI universities in Malaysia and Singapore through qualitative typology and content and document analysis. The findings illustrate that the National University of Singapore adopts a more program-specific and meticulous approach on the acceptance of language proficiency tests, while others
are more flexible. Local and international students of the universities have different admission requirements regarding language proficiency tests, such as the local Malaysian University English Test (MUET). Score threshold vary by program level, institutional context, and across program levels (e.g., foundation or postgraduate). Singaporean universities follow national initiatives like the Speak Good English Movement (SGM) and lean towards large-scale widely accepted language proficiency examinations such as IELTS and TOEFL, compared to local examinations. On the contrary, Malaysian universities reflect the pragmatic practices of English as a Lingua Franca (ELF) and adopt the Dual Language Programme (DLP) that considers proficiency in STEM subjects in English (science, technology, engineering, mathematics) as its focal point, instead of rigid grammatical accuracy. The findings accentuate the distinct nature of individual EMI language policies and the necessary parallel between admission requirements, academic expectations, student
demographics and EMI. Implications for policymakers and stakeholders on
reinforcing equity and effectiveness in multilingual and multicultural EMI programs are offered based on the findings.