ABSTRACT
There has been a rapid increase in programs using English as a medium of instruction (EMI) in non-anglophone countries (Galloway et al., 2017), and this trend has witnessed a surge of research interest on the problems and effects of EMI in higher education. Problems and benefits have also been reported sporadically in the Taiwanese context. This chapter reports on the effects of the implementation of EMI in linguistics classes in Taiwan. The data were drawn from questionnaires with 16 professors who were fluent English speakers and interviews with seven linguistics graduate students who were English majors in college. The results from instructors’ responses and qualitative interviews support previous claims that even with English majors, complete input of disciplinary knowledge should be placed as the top priority over internalization and language learning.
