ABSTRACT
This chapter describes the case study approach used to investigate EMI teaching in two different educational settings, a high school and a university, in South Korea. The case study focused on how EMI teachers in South Korea attended to language issues and questions in teaching disciplinary content to their English second language (ESL) students. Research is needed to build an understanding of how EMI teachers deal with language issues because of the potential linguistic barriers to ESL students’ learning of disciplinary content in EMI contexts.
