English as a Medium of Instruction (EMI) is increasingly employed worldwide to teach content subjects, including science, in non-anglophone countries. This study examines the role of EMI in secondary school science classrooms in Azerbaijan, highlighting both opportunities and challenges in this context. Drawing on a review of global and regional EMI literature and a simulated study of Azerbaijani secondary schools, the paper explores stakeholders’ perspectives on implementing EMI in science education. The findings indicate that teachers and students recognize potential benefits of EMI such as enhanced English proficiency and access to up-to-date scientific knowledge, aligning with goals of improving global competence. However, significant challenges are evident, including limited teacher English proficiency, student difficulties in comprehension of complex science content, and insufficient instructional resources. The paper discusses how these findings relate to international experiences, with opportunities (improved global competitiveness and resource access) tempered by challenges (teacher training needs, language barriers). It concludes with implications for education policy and practice in Azerbaijan, recommending capacity-building, phased implementation, and supportive language policies to ensure that EMI in science education realizes its potential benefits without undermining content learning.
Leyla Safarova (Wed,) studied this question.
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