How Ready Are Indian Primary School Children for English Medium Instruction? An Analysis of the Relationship between the Reading Skills of Low-SES Children, Their Oral Vocabulary and English Input in the Classroom in Government Schools in India

Abstract The aim of the study was to find out what extent low socio-economic status (SES) children enrolled in government-run primary schools Hyderabad are ready receive instruction through medium English (English [EMI]). To this end we investigated children’s oral vocabulary skills, lexical complexity their textbooks, as well amount input they class. A subsample 90 from school Grades 4 and 5 who opted carry a story retelling task rather than Telugu took part study. Results reveal that levels far below required read textbook materials. diversity stories analysed with Index Guiraud also significant predictor reading comprehension scores. We conclude low-SES government not for EMI, call further investigation into knowledge needed EMI.