ABSTRACT
The aim of this article is to investigate and provide an overview of input studies and how these are relevant in the English-Medium Instruction (EMI) context. Input is understood as the prime mover of the teaching-learning activity and it involves a real didactic effect since it can be adapted by teachers to make it understandable and accessible to students. Input is both oral and written and it comes from different sources: the teacher, classmates and materials. In EMI, where the main focus of input is the disciplinary content, it is important to analyse the type of input related to the linguistic aspect since. If exposure to input is the basis of the learning-teaching process, then the quality of input from the linguistic point of view will also be fundamental especially for students’ comprehension. It is therefore central to describe this input and to understand how, whether incidental or intentional, it is present in EMI because if the quality of the input is understandable, it should facilitate learning not only with regard to content but also with regard to language.
