Introduction: researching multilingually to rethink EMI policy and practices

Abstract

The unprecedented growth of EMI in contexts where English has not been widely used raises a few critical challenges related to the sustenance of multilingualism, educational equity, and the desired outcomes of EMI policies for researchers and policymakers. This special issue includes seven research articles and one critical commentary exploring how researching multilingually can address the abovementioned ­concerns in relation to the implementation of EMI. We argue that the sustainable implementation of EMI practices should rely on the multilingual resources that students and teachers can bring to bear when implementing EMI policies.