ABSTRACT
In this chapter, I will draw upon my dual role as a current researcher of English-medium instruction (EMI), as well as my previous role as a university teacher who helped establish an EMI/ICLHE program in Japan. The chapter will start by exploring global trends of EMI in order to frame the language-related challenges associated with learning content through a second language. I will then introduce some of my recent research that examines gaps between institutional-level policy (what administrators say should happen in EMI classrooms) and micro-level classroom practices (what actually happens in EMI classrooms). I will further discuss what makes students successful in EMI, and the vital role that content and language instructors can play in improving this success. I will then contextualise these issues with a real-life example of a well-integrated content and language learning program, which I believe is a model of good EMI practice. I substantiate this with evidence from content teachers, language teachers, and students within the program. I hope to show that good language support, and good collaboration between content and language teachers, can prepare students for EMI study, and raise their confidence to be successful in such study.
