ABSTRACT
EMI can present various challenges for students, content teachers, and institutions, which rarely occur when the medium of instruction is students’ or teachers’ first language (Bradford, 2013; Nieto Moreno de Diezmas & Fernández Barrera, 2021). One major factor in the success of EMI is the roles and competence of EMI teachers. Against this backdrop, EMI teacher education has emerged as an area of research interest (Breeze & Sancho Guinda, 2022), and writers in the field (Chang, 2023; Richards & Pun, 2022) have argued for the need for professional development opportunities for EMI teachers. EMI teachers play a major role in facilitating their students’ development of disciplinary literacy, yet they themselves may have limited information and training in how to facilitate such development best.
