This collection brings together insights from research and scholars’ practical experience on the role of language and language use in teacher practices at the university level in EMI contexts, offering global perspectives across diverse educational settings.

The volume considers the language-related practices, processes and ways of thinking implemented in EMI contexts as teachers and students co-construct meaning through interaction while also situating these observations within the wider educational policies of institutions, societal norms and contextual pedagogies. The book highlights both the diversity and commonalities of the challenges and opportunities in enhancing student experience in different EMI contexts, drawing on international perspectives spanning South America, Europe and Asia. In so doing, the volume offers a comprehensive portrait of the current realities of the EMI experience at the university level, empowering stakeholders to critically reflect upon and adapt their classroom strategies to their own realities and chart new directions for research in the field.

The book will be of particular interest to scholars interested in issues in English-medium instruction, applied linguistics, language policy and language education, as well as those currently teaching in EMI contexts.

chapter |10 pages


Foregrounding Language Issues in English-Medium Instruction Courses

chapter 4|20 pages

Strategies to Enhance Comprehension in EMI Lectures

Examples from the Italian Context

chapter 6|19 pages

Pronunciation in EMI

A Preliminary Study of Spanish University Students’ Intelligibility and Comprehensibility

chapter 7|22 pages

Students’ Language-Related Challenges of Studying through English

What EMI Teachers Can Do

chapter 8|26 pages

Challenges of English-Medium Higher Education

The First-Year Experience in Hong Kong Revisited a Decade Later

chapter 9|20 pages

Implementing EMI in Higher Education

Language Use, Language Research and Professional Development

chapter 10|9 pages


Disciplinary Literacies as a Nexus for Content and Language Teacher Practice