ABSTRACT
This chapter describes studying English-medium instruction (EMI) practices in a variety of Korean university classrooms as a means to gain insight into the pedagogical knowledge and professional development (PD) support that are needed for EMI to be undertaken effectively. The inclusion of socio-cultural perspective in second language (L2) teacher education reconceptualizes teachers' knowledge as situated and multisource, rather than primarily academic. The chapter implicates that instructional change needs to be carefully planned and should include input from the main stakeholders as part of the process. Administrative mandates that require major changes in instruction over a short period can be detrimental for both students and their teachers. The chapter also implicates that instructional change should be accompanied by funded programs that support teachers and students as they adjust gradually to the changes that are brought about by the administrative mandate; otherwise, both instructors and students are caught in the middle of a chaotic situation with consequences that are not solely academic.
