Conceptualization of English Medium Instruction

Abstract

When exploring English Medium Instruction (EMI) as a concept, the dominant paradigm in the literature pertains to descriptive statements rather than definitions; appears to replicate more of the same and is based on what could be labeled ‘convenient’ studies. EMI research designed for change and innovation, aiming to propose solutions or generate frameworks for improvement in practice, is wanting. This Chapter addresses the complexities of EMI through the multiple lenses of theory and deconstructs EMI’s individual elements to ascertain how each contributes to its understanding and conceptualization. The ‘English’ in EMI teaching is situated within bi/multilingual contexts. It extends beyond its Anglophone authenticity, thus is a plural form responding to crosslinguistic influence and translanguaging practice. The ‘Medium’ is a ‘channel’ through which teaching occurs and often involves multimedia technology. It influences and is influenced by mode, field, tenor and context. The ‘Instruction’ is theorized as a set of principles encapsulating EMI lecturers’ pedagogical stance and reflects how they position the learners. Moving beyond the general, simplistic descriptions of EMI prevalent in the literature, this Chapter aims to provide a conceptual framework of EMI to inform the data analysis in subsequent Chapters.