ABSTRACT
This chapter shows that all universities that recruit or are dominated by minority students seem to adopt strategies for implementation of the English-medium instruction policy. The difference between them is not whether they offer content course teaching in English, but to what extent such courses are offered and how they are conducted and assessed. The chapter provides an overview of the scholarship and research related to using English to teach content courses in universities for minority groups. The four teams – one from Qinghai, one from Yunnan, one from Yanbian, Jilin, and the last one from Guangxi – did data collection at their respective universities, with the Guangxi team expanding their research by including a less well-resourced local university in their sample for a comparison. Through comparison of the cases, a holistic picture could be portrayed on EMI practice in universities for nationalities.
