This study is aimed at investigating the perceptions of inservice English-medium instruction (EMI) teachers towards CLIL and CLIL teachers' target language and intercultural competences. The participants were 59 Thai/local and international native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs) at EMI schools in…

This study aims to explore the possibilities and challenges of teaching English for Science, Technology, Engineering and Mathematics (STEM) 1 & 2 courses at the Faculty of Education, Assiut University. The study adopts a mixed-methods approach, combining quantitative data from an online questionnaire administered to 150 STEM students through…

Against a backdrop of increasing internationalization in higher education, students and teachers frequently move between learning-to-write and writing-to-learn. For example, in English as a foreign/second language (EFL/ESL) classrooms, learning-to-write would be a priority, whereas in English as a medium of instruction (EMI) classrooms,…

The present study explored a small-scale English medium instruction (EMI) initiative in Moroccan secondary schools, which is part of a top-down multilingual policy based on teaching science subjects through foreign languages, namely French, English, and Spanish. 18 secondary EMI teachers of math, physics and life and earth sciences were…

The steady increase in content courses being taught through the medium of English in non-Anglophone countries has been matched by a rapidly growing output of research and commentary on the topic. There are also a number of providers now offering professional development for English Medium Instruction (EMI) teachers. We carried out a systematic…

In many contexts, implementing CLIL is top-down, in which the policy is imposed on teachers to transform monolingual content classes into CLIL classrooms. This implementation brings several challenges to content teachers, who were previously trained as content specialists only. This study attempted to explore the lived experiences of these CLIL…

The submitted paper deals with the issue of CLIL implementation at the Technical University in Zvolen, Slovakia, specifically with the CLIL teacher profile and the preparedness of the university teachers to apply CLIL into their teaching practice. The topic was selected due to the ever-increasing importance of English in everyday communication and…

CLIL teachers, particularly in tertiary "hard" CLIL settings, tend to underestimate the role of language for developing conceptual understanding of new content. Nevertheless, they consistently engage with English outside the classroom and even report a variety of activities that they carry out in English with the explicit hope that this…

This paper explores how three Science, Technology, Engineering and Mathematics (STEM) lecturers working in English-medium instruction (EMI) grapple with the prospect of self-positioning as English-language-teachers (ELTs), drawing on interviews in which they explicitly deny acting in this way. It begins with essential background, first discussing…

In recent decades, English taught programmes have rapidly increased in number throughout Europe and East Asia as universities aim to internationalise their curriculum, which has given rise to an increase in English-medium instruction (EMI). This study aims to compare the teaching experiences at three EMI programmes in The Netherlands, China, and…

English Medium Instruction (EMI) research has mushroomed in response to the rapid increase in EMI courses in higher education (HE) worldwide. Despite concerns about the need for EMI teacher professional development (PD) there are few studies on PD in EMI. We present a study of EMI teacher PD which adopted a model of equal status collaborative…

The objective of this study was to identify the impact of implementing English as a medium of instruction (EMI) drawing upon Content and Language Integrated Learning (CLIL) methodology in science for pre-service teachers. Lecturers specialized in modern languages and science education collaborated to design and implement the CLIL-izing EMI…

Globalization and internationalization in higher education have promoted the worldwide popularity of English-medium instruction (EMI) programs. The successful implementation of EMI programs calls for content-language integration, which requires EMI teachers' language awareness. Yet, empirical studies investigating EMI teachers' language awareness…

Previous studies have highlighted the unique challenges that may threaten the well-being of teachers in CLIL/EMI contexts, as well as unique opportunities that may positively impact their well-being (Moate, 2011; Pappa et al., 2017; Talbot et al., 2021). Results from Talbot et al. (2021) suggest that, in the Austrian context, the well-being of…

In this conceptual paper I examine how current understandings of English medium instruction (EMI) can be refined to inform language policy-making and practice in higher education. Starting from a set of EMI definitions (Dafouz, E., & Smit, U. 2020. "ROAD-MAPPING English medium education in the internationalized university." Palgrave…