ABSTRACT
This chapter explores various aspects of English-medium instruction (EMI) in Taiwanese higher education. It begins by introducing the status of English as a foreign language of prestige in the country and proceeds to outline its EMI policies and implementation. It then discusses the challenges faced by teachers in EMI and their professional development, pedagogical and linguistic practices in EMI classrooms, and the learning experiences of students in EMI programmes. The chapter concludes by suggesting directions for future research using Dafouz and Smit’s (2016, 2020) ROAD-MAPPING framework.
