ABSTRACT
This chapter presents the findings of a research collaboration involving a series of email interviews conducted with applied linguists in seven locations across Asia: Cambodia, China, Japan, the Philippines, Taiwan, Thailand and Vietnam. The first interviews related to matters of policy. In the institutions examined, the move to English Medium Instruction (EMI) has been relatively recent, with much of it initiated since 2010 and with the earliest cases in this sample stretching back to the early 2000s. The second set of email interviews focused on the key issue to extent teachers found EMI instruction challenging, and identifying the major contributing factors. Another major focus of the interviews is issues of student competence and success in EMI programmes, with key questions centred on students' ability to understand input in EMI. It also focuses on their ability to interact with lecturers and other students in English, and the quality of their written output in English.
