From language conflict to educational security: a study of English-medium instruction in the Iternational Baccalaureate diploma programme

Abstract

This article examines how English-medium Instruction (EMI) in the International Baccalaureate Diploma Programme (IB DP) creates tension between experiences of language conflict and the desire to ensure educational security. Based on interpretative phenomenological analysis (IPA) and the narratives of eight IB DP graduates (aged 19–24) selected through purposive sampling, the early adaptation phase is characterized by experiences of “language shock,” terminology barriers, and identity duality, which precipitate academic insecurity. Later, these risks are transformed through strategies employed by students: translanguaging (incorporating the native language as cognitive support), institutional support (language labs, peer feedback), and community emotional security. Such practices gradually promote the development of academic English (CALP) and reduce anxiety. The final results include educational security, linguistic capital, and a strengthened multilingual identity. EMI remains ambivalent in the context of the IB DP—both a source of conflict and a security-creating environment—but security is consistently strengthened when targeted scaffolding, multiple language practices, and inclusive multilingualism policies are applied.