ABSTRACT
Research on EMI over the last years has often argued that teaching through English does not simply imply a shift in the formally elected vehicular language but also requires lecturers to rethink their pedagogical approach. Several scholars in the field have suggested the potential benefits of a more learner-centred approach as a way to address EMI students’ cognitive and linguistic difficulties. This chapter will tackle this issue by exploring the study participants’ attitudes towards the promotion of their active participation in their courses, for instance in class discussions and presentations, as well as in group work and student-teacher interaction.
