ABSTRACT
EMI stakeholders seem to be focusing mainly, and sometimes exclusively, on content learning, overlooking the relevance of L2 formal features and the development of the students’ L2 competence. This attitude can lead to learning problems since even if language teaching and learning may not be an explicitly declared goal of EMI, content lecturers are still invested with the task of helping their students develop disciplinary literacy. Moreover, competence in English tends to be taken for granted by higher education institutions, even if students often still struggle with the use of Academic English as the medium of instruction. In this chapter, we review the contributions to this volume showing that they converge on considering input relevant for EMI for both sides involved in the communicative event. Adopting the criterion of relevance as a guiding principle, we develop hypotheses regarding the areas that EMI researchers should continue investigating and conclude that, in addition to considering input as a linguistic object, it might be necessary to see input in EMI also as a process and as the result of the lecturers’ experience, or the journey they undertake while teaching their disciplines in English.
