Current research on the in-class discursive realities in English as a Medium of Instruction (EMI) classrooms has been mostly restricted to whole class scenarios, whereas student-student interactive discourse in task-based activities is largely ignored. This study explores peer interactions among university students in an EMI marketing course in…

Drawing upon a collection of curriculum proposals and reflections and informed by a textual analysis approach, this study investigated how 234 university teachers planned to enact and reform their English-medium instruction courses (n = 66) in an English as a foreign language (EFL) university context. Results reveal that the teachers tend to adopt…

This paper reports on an action research project that aims to promote the effectiveness of EMI teaching in a business course. Through systematic reflections and adjustment in her teaching supported by ongoing data collection and analysis, the course instructor identified effective ways to meet students' cognitive and affective needs in EMI…

Although there is a wealth of research on the use of the first language (L1) in English as a foreign language (EFL) classrooms, there is as yet very little research of this kind in classrooms where the prime pedagogical objective is to teach academic content through English as a second language (English medium instruction; EMI). It is important to…

English-Medium Instruction (EMI) practices in the People's Republic of China (PRC) are still emerging and in need of further empirical investigation, in comparison to European countries. Existing research in the Asian context is mainly based on students' and teachers' perceptions and policy-related concerns. There is a remarkable lack of studies…

This study investigated the correlation between oral English language proficiency, primary language use, and sense of efficacy by Chinese-speaking teachers using English medium of instruction (EMI) in Chinese university courses. Twenty-one Chinese EMI university teachers participated in the study by completing an online survey to find how these…

Content and Language Integrated Learning (CLIL) has emerged as a popular approach to language education in Europe and America in recent years. The main features of CLIL are learning foreign languages while gaining professional knowledge, enhancing student thinking, and improving the understanding of culture. However, CLIL has certain limitations,…

This book proposes a new paradigm for English language teaching based on concepts from English for Specific Purposes (ESP) research and applications as well as from growing evidence relating pattern recognition to language learning ability. The contributors to the volume argue that learners should not try to become proficient all-around users of…

This descriptive and exploratory case study focused on a specific Content-Based Language Teaching (CBLT) curriculum within the context of higher education in China. The researcher investigated the rationale behind the current design and students' and teachers' perceptions about the curriculum, as well as, their perceived motivations and challenges…

In this article, the author shares his experience in teaching a course called "American Political Theory" at Nanjing University in Nanjing, People's Republic of China. The course the author designed was intended to explore the philosophical background of what drove the North American colonists to declare their independence; what ideas…