ABSTRACT
This chapter aims to elucidate how the English-Medium Instruction (EMI) programs work in social science majors in Chinese universities. The purpose of establishing EMI courses in the undergraduate programs was to provide students with both professional knowledge and English skills to be competitive in the economic global market in the twenty-first century, thus improving the overall quality of higher education in China. Two sets of hierarchical regression analyses were carried out to assess which predictors contributed to the final exam of the EMI course and post-reading comprehension test. Data collected included students' perceptions of the EMI course, years of English learning, final exam scores, and classroom observations, in order to understand the bilingual education model in non-English majors. X. Li examined the learning outcomes of a course using English as the medium of instruction in the early childhood education program in the School of Education in a university in the northwest of China.
