ABSTRACT
A major theme has been the nature of disciplinary-specific language and academic tasks as well as the specialized pedagogical knowledge and skills that are required to support students’ learning of both academic content and English. The account of issues, approaches, and practices in EMI presented in this book also reflects the fact that the nature of EMI is shaped by the contexts in which it is used. Effective EMI pedagogy cannot be acquired merely through experience but should be grounded in theory and knowledge acquired through opportunities for professional development. In some situations, EMI has a long history and those involved with EMI have extensive experience and knowledge of both the opportunities as well as the issues that EMI raises for teachers, learners, and other stakeholders. Common to both established as well as emerging contexts for EMI, however, is the need for clear guidelines to support the development of quality EMI programs.
