EMI OXFORD RESEARCH GROUP
​PEOPLE PROFILES

EMI Oxford Research Group Core Members

Prof Heath Rose

EMI Oxford Research Group coordinator 
Professor of Applied Linguistics

​My research interest is in the ‘E’ in EMI, particularly exploring the type of English that is used in EMI, and the language needs of students learning in EMI settings. I am co-author of Introducing Global Englishes (Routledge, 2015), and am currently engaged in a number of projects that explore EMI in Japan. My most recent EMI-related paper appeared in Higher Education (2018).

Dr Ikuya Aizawa

Communications officer
Alumni and Lecturer at University of Nottingham

​My research focuses on English as the Medium of Instruction (EMI) in higher education in Japan. My research explores the costs and benefits to students quality of education, exploring both language and content acquisition, and the various language-related challenges of studying academic subjects through a second language. ​ 

Prof Ernesto Macaro

Founding director
Emeritus Professor of Applied Linguistics 

​I was the founding Director of the Centre for Research and Development in English Medium Instruction in the Department of Education, The University of Oxford. My current research focuses on second language learning strategies and on the interaction between teachers and learners in classrooms where English is the Medium of Instruction. I have published  a recent monograph on the topic (Oxford University Press).

Dr Ann Childs

Research Group Member
Associate Professor of Science Education

​My research areas include: explaining science/chemistry in secondary science classrooms (i.e. what makes an effective explanation?); interaction between teachers and students in second language classrooms in science where English is the medium of instruction; developing teacher education in science of both pre and in-service science teachers. As science is a major discipline of EMI growth, my research interests extend to explanations, interaction, and teacher education in EMI contexts.

Dr Hamish Chalmers

Research Group Member
​Lecturer

My research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, my research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. My methodological interest is in randomised trials and systematic reviews. My EMI publications include the recent: "Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper."

Prof Victoria Murphy

Research Group Member
Professor of Applied Linguistics

​My research areas include those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  I am also the convenor of the Research in English as an Additional Language (REAL) group.  I am involved in EMI research that explore English medium instruction at primary levels of education, and am currently exploring the impact of EMI on young learners in Hong Kong, as well as carrying out a systematic review of EMI in primary schooling in South America.

Dr Sihan Zhou

Research Group Member
Honorary Research Fellow and Assistant Professor at The Chinese University of Hong Kong

My current research focuses on students’ self-regulatory listening strategies during transition period from CMI (Chinese medium instruction) secondary education to EMI higher education in China. Specifically, I am interested in what difficulties related to listening comprehension that students encounter and how their self-regulatory listening strategies change during the transition year in EMI university settings.  

Dr Jenni Ingram

Research Group Member
 Professor of Mathematics Education
My research areas include interaction in mathematics classrooms, formative assessment in mathematics or the use of technology with classes in mathematics.. With the growth of EMI, I am particularly interested in the language of mathematics, especially in terms of how it is taught in EMI settings. 

Dr Minhui Wei

Research Group Member
​Postdoctoral Researcher at Tsinghua University

​My project investigates vocabulary gains and vocabulary learning strategies of Chinese EMI students. I wants to discover whether EMI classes can lead to a similar amount of vocabulary gain as general classes, and whether the strategy using pattern in the two contexts are different, as well as how vocabulary learning strategy use can lead to vocabulary gain. 

Dr Robert Woore

Research Group Member
Associate Professor in Applied Linguistics

​I am a member of the Applied Linguistics and Teaching and Teacher Education research groups.  I teach on the PGCE, MSc ALSLA, MLT and doctoral programmes and is lead tutor for Modern Languages on the PGCE course. I am interested in the impact of EMI on the teaching and use of other languages.
​

Dr Kari Coffman Sahan

Research Group Member
​ ​Honorary Research Fellow and Lecturer at  University of Reading

​My current research explores the relationship between language education policy and practices in higher education, looking specifically at the relationship between English medium instruction (EMI) policy in Turkey and the variation with which it is implemented at the institutional and classroom level. My research explores the relationship between the local language and English in EMI settings by examining themes such as classroom interaction, codeswitching, and the use of L1.

Dr Gene Thompson

Research Group Member
Honorary Research Fellow and Professor (Rikkyo University)

​I am the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan. I work  on research with the group specifically on issues surrounding EMI in Japanese higher education, and have been co-investigator on a funded project on EMI challenges. 
​

Dr Catherine Walter

Research Group Member
Emeritus Fellow of Linacre College 

​I founded the MSc in Teaching English Language in University Settings, Oxford’s first distance MSc, and taught the course until 2015.  I continue to supervise doctoral students in the department and remain active in research into the cognitive aspects of second language learning.

 EMI Oxford Research Group Associated Members

EMI Research Group associated members play a vital role in the research group. Generally, these members are not based within the Department of Education at the University of Oxford, but nonetheless actively attend research group meetings, seminars, or take part in the group's research and teaching activities. Some associated members are former alumni of the Centre of Research and Development of EMI. 
Mark Searle
Teaching associate
I am freelance teacher trainer and materials writer in English Medium Instruction. I have been involved in the design and delivery of a number of EMI courses at EMI Oxford, including a  four-week course for South China Normal University (August 2017). I write and deliver courses and workshops for the British Council on both EMI and EAP and have trained academics in Mexico, Brazil, Morocco, Germany, Ukraine, Kazakhstan, the Czech Republic and Italy. I was among the first to be awarded the innovative MSc. in Teaching English in University Settings from the University of Oxford, Department of Education.
Dr. Samantha Curle
Reader, University of Bath
My doctoral research explored Japanese professors and students' attitudes towards EMI. The first main aim of this study is to use a structural equation model to discover what the main predictors of these attitudes are. The second main aim is to discover to what extent stakeholders consider EMI as enhancing or hindering teaching and learning. I hope to conduct future research projects exploring the implementation of EMI to expose effective EMI practices.
Dr. Jim McKinley
Professor, UCL; Honorary Research Fellow, Oxford.
Before coming to UCL I taught in Japan's longest running EMI undergraduate program. My current research centres on second language writing and academic community development. Recently I have published a paper on Japan's higher education initiatives, which has led to more in-depth collaborative work with one of EMI Oxford's funded projects. In my capacity as Honorary Research Fellow, I engage with the research group on a number of projects.
Dr. Jack Pun
Associate Professor (City University of Hong Kong), Alumni research associate of EMI Oxford
My doctoral research at the University of Oxford explored the teaching and learning process in EMI (English as medium of instruction) science classrooms, with particular interests on classroom interactions, use of L1 (First language)/ code-switching, teaching pedagogy in EMI classrooms, academic literacy in EMI context, language challenges and coping strategies, teachers and students’ views towards EMI in Hong Kong secondary schools.
Mustafa Akincioglu
Research associate of EMI Oxford
I have been working at EMI Oxford in the capacity of a Research Assistant since 2014.  I have also been involved in the design and delivery of EMI courses delivered at the former Centre of EMI Oxford. My research interests include EMI, critical discourse analysis, learner autonomy and learner motivation within EAP Contexts, EAP Program and academic subject department collaboration development.

EMI Oxford Research Network Members

EMI Oxford Research Network (EMIOxReN) members play a vital role in creating an international collaborative space to share research and research-related activities. As a EMIOxReN member, you will join our mailing list where members can freely: share research ideas, information on upcoming EMI events, or their own research outputs with other EMIOxReN members. They can also ask to have their research showcased on this website. They can become part of an international, dynamic group of researchers who apply critically monitor the development of EMI globally, while working towards a better understanding of how to solve its associated challenges. 

  • Dr. Nicola Galloway, Senior Lecturer, The University of Glasgow. I am author of a recent British Council Report on EMI in Japan and China. My research explores the 'E' in EMI, which ties to my broader research in Global Englishes.​
  • Prof. David Lasagabaster, Professor, University of the Basque Country. My research interests are in bilingualism and multilingualism, CLIL, EMI, Internationalisation in HE. My current project explores team teaching in English-Medium instruction programmes.
  • Dr. Annette Bradford, Adjunct Fellow, Temple University Japan Campus. I am interested in EMI in Japanese Higher Education and its role in internationalizing the nation's universities and helping students to succeed internationally.
  • Dr. Gene Thompson, Professor, Department of Global Business, Rikkyo University. I coordinate courses in an EMI preparatory program at Rikkyo University and teach classes in one of the few English-medium graduate business programs. My research is currently focused on investigating the relationship between EMI learner beliefs and achievement.
  • Dr. Mona Nishizaki, Researcher, University of Genoa. I have a strong interest in EMI, as I have been teaching CLIL and EMI classes, specifically tailored for business and economics students. My focus is particularly on the Brazilian context, where EMI is still in its early development stages, and there is even debate about its actual existence. I aim to map out the current landscape of EMI in Brazil to better understand its structure, challenges, and potential growth trajectory.
  • Dr. Lina Adinolfi, Lecturer in English Language Teaching, The Open University, UK. In connection with my involvement in language and literacy focused teacher development programmes in low resource multilingual contexts, I recently explored the growth of low cost English medium primary schooling in India, as reported in the following British Council-funded study: Erling, E. J., Adinolfi, L., and Hultgren, K. (2017) Multilingual classrooms: opportunities and challenges for English medium instruction in low and medium income contexts. Education Development Trust.
  • Dr Kevin W. H. Tai, Assistant Professor of English Language Education, The University of Hong Kong. Kevin's research interests are: Qualitative Research Methods, Multimodal Conversation Analysis, Language Education Policy (particularly Medium-of-Instruction Policy), Classroom Discourse, Translanguaging and Multilingualism. His research has appeared in international peer-reviewed journals, including ‘Classroom Discourse (2018)’, ‘Language and Education (2019; 2020)’, ‘Linguistics and Education (2019)’, ‘System (2020a; 2020b)’, ‘Applied Linguistics (2020, 2022)’, and the ‘International Journal of Science Education (2021)’.
  • James Essex, Lecturer (Sociolinguistics/English) (Japan) and PhD candidate (Aston, UK). I am interested in the impact that internationalization in and of higher education in Japan has had on the growing number of courses in which English is the medium of instruction, and Japanese undergraduates' attitudes to the growing number of models of English in the classroom.
  • Christopher Henderson, Assistant Professor of English at the American University of Afghanistan. My current doctoral research is focused on the academic literacy practices of both students and faculty members at an EMI institution, the American University of Afghanistan.
  • Phuong Le Hoang Ngo, Doctoral Researcher, University of Southampton. I am a 3rd year PhD student at University of Southampton. My project investigates the process of knowledge co-construction between Vietnamese lecturers and students in EMI programmes. The roles of English and Vietnamese in that process are also studied.
  • Dr. Giuliana Ferri, Senior Lecturer/University of West London. Multilingualism, English as an additional language, language ideology. Current research focuses on children's language awareness in multilingual classrooms.
  • Dr. Nick Moore, Senior Lecturer, Sheffield Hallam University. My research interests in EMI intersect with its linguistic specifications, its socio-political contexts and 20 years of personal experience in EMI syllabus design and implementation in diverse institutions.
  • Dr. Ursula Wingate, Senior Lecturer, King's College London. My main research is in academic literacy, i.e. the ways in which students from diverse backgrounds (international, widening participation) learn to communicate in unfamiliar discourses, and the institutional support that facilitates students' academic transition.
  • Prof. John Adamson, University of Niigata Prefecture, Japan. I've researched CLIL in EAP provision in Japanese universities for several years now. More recently, I have been investigating translanguaging in both EAP and EMI classes from both student and instructor perspectives.
  • Marianne Blattès, Doctoral researcher, King's College London. EMI in French universities.
  • Myrna Escalona Sibaja, Lecturer, Tertiary Education in Mexico. My research interests include the professional development of EMI lecturers in Mexican higher education, EMI teaching, learning, and evaluation.
  • Dr. Gail Forey, Teaching Fellow, Department of Education, University of Bath. My research and interest focuses on language as the primary resource for meaning making in EMI contexts. I'm particularly interested in disciplinary literacy, genre based pedagogy and the explicit teaching of language for curriculum learning in secondary and tertiary institutions.
  • Dr. Kingsley Ugwuanyi, Lecturer, University of Nigeria, Nsukka, Nigeria. I have engaged with EMI as practice since 2010, especially as my university, University of Nigeria, is an EMI institution. My research interest also involves EMI in the Nigerian contexts particularly in collaborative research with colleagues.
  • Dr. Elaine Boyd, Associate lecturer, Institute of Education, UCL. I have been responsible for implementing a Framework for delivering subject courses through EMI at the Universidad Politecnica in Valencia, for developing Guidelines for Lecturers and for advising on a syllabus for language support courses.
  • Dr. Helena Roquet, Director of the Institute for Multilingualism, Universitat Internacional de Catalunya. My main research interests lie within the field of second and third language acquisition, bilingualism, CLIL (Content and Language Integrated Learning) and ICLHE (Integrating Content and Language in Higher Education). Our University is full of EMI courses and we at the Institute for Multilingualism teach many of these courses, offer teacher training to teach in foreign languages and conduct research on EMI.
  • Prof. Annalisa Zanola, Full Professor of English Language and Linguistics, University of Brescia, Italy. PhD in Applied Linguistics, Pro-Vice-Chancellor for Language Teaching and Training, I am involved in EMI research that explore English medium instruction at academic levels of education, and am currently exploring the impact of EMI on university students in Italy.
  • Dr. Sonia Morán Panero, Teaching Fellow in Applied Linguistics, University of Southampton. I am interested in the intersection between power, language ideologies, identities and language practices in EMI contexts. In particular I am interested in investigating how these elements are negotiated between teachers and students and among students in classroom interaction.
  • Prof. Elizabeth Erling, Professor of ELT Research & Methodology. I have been active in research as English as the medium of instruction in European universities (specifically Germany and now also Austria) as well as its use in primary education in low and middle income countries (Ghana and India). I am particularly interested in ideologies of English and how they emerge in policies and practices of English language teaching.
  • Irene Castellano-Risco, PhD candidate, the University of Extremadura. My research interests are related to multilingualism, EMI and CLIL. I am currently working on lexical development in CLIL contexts.
  • Dr. Dimitra Karoulla-Vrikki, Associate Professor of Linguistics, European University Cyprus. I am currently researching language policy and EMI in higher education in Cyprus. I believe the work carried out by the EMI Oxford Research Group is valuable to any scholar interested in the aspects, dimensions and implications EMI involves.
  • Imene Medfouni, Doctoral Researcher, University of Portsmouth. My PhD research focuses on the implementation of English as a medium of instruction in postcolonial Algeria. The project explores language policy, practices and stakeholders’ attitudes towards EMI in Algerian higher education institutions.
  • Agata Mikolajewska, student - PhD in Education. In the centre of my research explorations is EMI in the context of Polish tertiary education. My doctoral thesis will be an attempt to draw a broader picture of what the state of EMI programmes within Higher Education in Poland is (from the policy and different stakeholders' point of view). Because little research has been done in this part of Europe, the study will be largely exploratory.
  • Anne O'Regan 2017 MSc in Applied Linguistics and Second Language Acquisition, Oxford University. For my dissertation in completion of the MSc in Applied Linguistics and SLA at Oxford in 2017, I researched the reasoning (as stated on university websites) behind Turkish universities' choice to conduct courses in EMI, as well as trends in preparatory course requirements. My interest in EMI lies in higher education language policies and the implementation of these policies particularly in EU countries and Turkey as well as assessment both in terms of standardising the level of language proficiency needed to be successful and the complications in assessing content knowledge in a foreign/second language.
  • Prof. Anna Kristina Hultgren, Professor in English Language and Applied Linguistics, Open University. I have been researching the rise of English as a Medium of Instruction for around a decade, focusing particularly on the Nordic countries, which have consistently been at the forefront of adopting EMI. I am interested both in the reasons why EMI happens and in the discourses it engenders.
  • Dr. Jeanette Toth, Senior Lecturer in Language Education, Stockholm University, Sweden. My research has focused on English-medium instruction for young learners. In my doctoral thesis, I investigated policies, practices, and perspectives within EMI in a longitudinal case study of a primary school class in a Swedish compulsory school.
  • Dr. Abdulaziz Alfehaid, Associate Professor of Applied Linguistics and TESOL in the Department of English Language and Dean of Preparatory Year & Supporting Studies at Imam Abdulrahman Bin Faisal University- IAU (formerly known as the University of Dammam) in Saudi Arabia. My research has focused on English for academic purposes and currently I am the leader of a local research project "Using English as a Medium of Instruction in Preparatory Year Programs". I am currently an academic visitor at the Department of English Language and Applied Linguistics programmes at the University of Reading (UK). I am doing a research on EMI and nativeness.
  • Dr. Jiye Hong, Honorary research fellow at the University of Auckland and Hankuk University of Foreign Studies. My research interest is EMI in secondary and tertiary educational settings in Korea. I'm interested in EMI policies, implementations and students' learning of the language and content knowledge in such settings.
  • Dr. Helen Basturkmen, Associate Professor, University of Auckland. My research focuses on EMI classroom interaction and teaching practices. I am particularly interested in disciplinary teachers and lecturers' practices (planned or incidental) to support students' understanding of disciplinary registers.
  • Prof. Stuart Perrin, Prof. Dean for International Affairs. Xi'an Jiaotong - Liverpool University. My research interests are in EMI within joint venture universities, especially with regard to the identity issues and dynamics between native and non-native speakers of English within EMI institutions. I am also interested in effective development of EMI training programmes.
  • Mohammad Mosiur Rahman, PhD Candidate at Universiti Sains Malaysia. I am particularly interested in the sociolinguistics aspects of EMI adaptation and implementation in the context of Bangladesh and Malaysia. My current project explores the ideology, management and practices of EMI in public and private universities in Bangladesh. One of my recent journal articles on EMI in Asia appeared in The Journal of Asia TEFL (2018).
  • Prof. Cristina Banfi, Ph.D. in Linguistics (UCL), Professor of Linguistics, University of Buenos Aires. I have worked in academia and in government in issues related to language teaching policy, bilingual education and teacher education with particular focus on Latin America.
  • Shahd Quotah, PhD student, King's College London. My current doctoral research is focused on English medium instruction in Saudi Arabia. I am looking at how EMI is enacted in a Saudi universit STEM program and students/teachers perception and attitudes toward EMI.
  • Prof. Mushtaq Ahmad Tanoli. I am interested in EMI and its impact on learning at elementary/primary level or early years of education. I have recently completed my doctoral thesis on EMI and its impact on learning at primary level.
  • Dr. Victoria Kim, Associate Professor, School of Business Administration, Ulsan National Institute of Science and Technology (UNIST). My research interests are in EMI in higher education in South Korea, assurance of learning, assessment, and technology-assisted language & content learning. My current project explores the benefits of formative feedback and experiential learning in EMI classrooms.
  • Dr. Awad Alhassan, Assistant Professor in Applied Linguistics & TESOL, Dhofar University, Oman. I am interested in EMI which constitutes a core part of my research interests. I am currently engaged into a number of active EMI research projects from which I have already published some outcomes in international refereed journals.
  • Dr. HOLI ALI, Assistant Professor in Applied Linguistics & TESOL-Rustaq College of Education, Sultanate of Oman. The overarching aims of my doctoral thesis are to investigate Omani engineering students’ learning experiences and the challenges which they face in their English-medium in colleges in Oman, as well as the strategies which they use to overcome their difficulties.
  • Will Nash, Academic Director (Teacher Education) - The University of Sheffield ELTC. I am interested in trying to answer question. 11 of the research group and using this knowledge to put into practice. 11. What are the most effective forms of EMI and EFL/EAP/PYP teacher preparation/professional development?
  • Caroline Hutchinson, Assistant Professor, Nihon University College of Economics. I have taught EMI/ CLIL courses in Japanese history, tourism and cultural studies at universities in Japan, and am interested in research on learner motivation, language and cognitive development, pedagogical techniques, and the use of art and visuals.
  • Prof. Adeel Khalid, Lecturer in English, Department of English Language and Literature, Forman Christian College (A Chartered University), Lahore, Pakistan. I am interested in exploring the assessment procedures and practices associated with EMI in Pakistan. I would like to develop an indigenous EMI professional development framework for language teachers catering to their language needs in an EMI classroom.
  • Prof. Maria Kuteeva, Professor, Department of English, Stockholm University. I am interested in academic uses of English in multilingual settings. EMI provides rich data to investigate how the interaction between English and other languages plays out in different contexts. My current research looks at such intersections.
  • Dr. Francesca Costa, Associate Professor in English Language and Linguistics, Università Cattolica of Milan/Brescia. I am involved in teaching and research at all levels of education on Content and Language Integrated Learning (CLIL), Integrating Content and Language in Higher Education (ICLHE) and English-medium Instruction (EMI) contexts with reference to input, output, the acquisition of lexis, focus on form, code-switching, multimodality, teachers’ identity, defamiliarisation and phonology.
  • Dr. John Knagg, OBE FAcSS, Independent Consultant. As Head of Research for English, I developed the British Council's position on EMI and commissioned research in both schools and HE. I continue to work to develop evidence-based best practice in EMI contexts internationally.
  • Dr. Keiko Tsuchiya, Associate professor of Faculty of Liberal Arts and International Studies, Graduate School of Urban Social and Cultural Studies, Yokohama City University, Japan. Her research interest includes multimodal corpus analysis, healthcare interaction, Content and Language Integrated Learning (CLIL), and English as a Lingua Franca (ELF) in institutional and academic settings.
  • Nouf AlBarrak, Faculty Member, King Saud bin Abdulaziz University for Health Sciences. My research interests generally focus on understanding EMI in HE in Saudi Arabia. More specifically, I am interested in understanding the implications of such policy and how learning outcomes are influenced by such policy. I am also interested in the role of and training of content teachers in EMI contexts, as well as the socioeconomic implications of EMI in Saudi Arabia.
  • Dr. Anna Burnley, Assistant Professor of Education, ESOL Specialist, Flagler College. My interests include the emotional reactions of teachers-in-training toward PK-12 immigrants who are learning English in the U.S. Additionally, I am interested in the changing perceptions of migration and English language learning as it relates to non-immigrant Americans living in the U.S.
  • Andrew McDouall, Director, Language Center, Furtwangen University of Applied Sciences. As a university administrator involved in internationalising our institution's curriculum, my interests center on the practical aspects of implementing EMI and providing the language support required by teaching staff to do so.
  • Dr. Ron Martinez, Universidade Federal do Paraná (Brazil). My research interests are in EMI, ICLHE, English for Research Publication Purposes (ERPP), and Internationalization in HE. I am currently Advisor to President on Language Policy and Internationalization. In 2020, I received an ETS TOEFL Committee of Examiners Research grant to conduct a national study investigating proficiency thresholds in EMI contexts.
  • Lizbeth Morales Berlanga, Doctoral Researcher, University of Southampton. My research interests include Assessment practices for language and content learning in EMI universities in Mexico and Latin America.
  • Dr. Mahboubeh Rakhshandehroo, Associate Lecturer of English, Kwansei Gakuin University. In my doctoral dissertation, I explored the experiences of graduate international students who are studying in EMI at Japanese leading universities. In my MA research, I researched a similar topic, but my case study was Iranian international students studying in EMI at different Japanese universities. My research focuses on EMI support at Japanese universities in relation to internationalization strategies.
  • Dr Banchakarn Sameephet, a Lecturer in Applied Linguistics at the Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand. I was awarded a PhD in applied linguistics from the University of Waikato, New Zealand. My PhD thesis entitled On the fluidity of languages: A way out of the dilemma in English medium instruction classrooms in Thailand. To download this e-thesis, please visit Research Commons (https://researchcommons.waikato.ac.nz/handle/10289/13498). I am also a teacher trainer, working closely with secondary school teachers in a regional area of Thailand to provide content, pedagogical, and technological knowledge to enhance their English language teaching skills. Further, I run practical workshops on EMI for teaching staff in higher education settings. My research areas and interests are EMI,  translanguaging, multilingualism, and teacher cognition and practice. Currently, I am interested in observing phenomena of EMI in multilingual university settings in Asia and beyond from top-down to bottom-up angles through lenses of the ROADMAPPING Framework, teacher cognition and practices, language ideologies and practices (i. e., translanguaging and code-switching).
  • Dr. Yusop Boonsuk, an English Lecturer, Faculty of Humanities and Social Sciences, Prince of Songkla University, Thailand. I obtained a Ph.D in Applied Linguistics (English Language Teaching) from Southampton University, England. My research interests are Global Englishes (GEs), World Englishes (WEs), English as a Lingua Franca (ELF), English as an International Language (EIL), Intercultural and Transcultural Communication, Intercultural Awareness, English Language Teaching (ELT), English Medium Instruction (EMI), and English Language Beliefs, Attitudes, and Identity.  ​
  • Prof. Eun Gyong (E.G.) Kim, Professor, Korea Advanced Institute of Science and Technology. My university, KAIST, is a leading EMI institution in Korea. I am mostly interested in and have presented/published papers on integrated content and language at well-recognized conferences and journals.
  • Marghoob Ahmad, PhD Scholar Department of English, Islamia University Bahawalpur, Pakistan. I am exploring EMI in relation to Global Englishes and what are the potential prospects making this global trend part of legislative enactment and possible implications to internationalize higher education in Pakistan. How judiciary, executive and parliament can benefit from this growing phenomenon.
  • Dr. Dylan Glyn Williams, Associate Teaching Professor, Seoul National University. My research focuses on South Korean higher education students’ perceptions of trust in EMI. In addition to EMI, my research interests include internationalisation and multilingualism, as they take place in international higher education contexts.
  • Dr. Abdulwahid Al Zumor, Associate Professor of Applied Linguistics at King Khalid University, Abha, KSA. I am interested in Saudi language policy and planning with special focus on EMI in higher education. I am specifically concerned about the challenges EMI students encounter when learning the academic content in English being learners of English as a foreign language. I have published “Language planning in Saudi Arabia (1927–2019): Arabic and other languages”, “Challenges of using EMI in teaching and learning of university scientific disciplines: student voice”, and co-authored “Saudi Parents’ Attitudes towards Using English as a Medium of Instruction in Private Primary Schools”.
  • Naureen Rahnuma, PhD candidate, Department of Educational Research, University of Lancaster. My Ph.D. research work focuses on the ways higher education students/teachers experience and conceptualise learning in Bangladeshi higher education institutions through EMI. Through my research, I am interested in exploring the effects of EMI in content teaching and learning through digital pedagogy, delivery, quality of education, and inequalities of access.
  • Dr. Banu Inan-Karagul, Associate Professor, Department of English Language Teaching, Kocaeli University, Turkey. I am interested in the needs and perceptions of university students in the Turkish EMI context. My research also focuses on the classroom discourse strategies used by lecturers and how they contribute to the quality of student learning.
  • Ngoc Thinh Pham, Doctoral Researcher, Newcastle University. I am interested in exploring how thinking skills can be embedded in EMI curriculum in Vietnam.
  • Dr. Josep Soler, Associate Professor, Department of English, Stockholm University. I am interested in the language-political and ideological dimensions of EMI, i.e. the language policy decisions and the ideological implications of EMI programmes. I have conducted research in both north and south-European contexts, with Estonia and Catalonia as foci areas.
  • Melike Akay. M.A candidate of English Language Education and an English Lecturer, Institute of Educational Sciences, Bahçeşehir University, School of Foreign Languages, Beykoz University, Turkey. I am interested in integrating digital tools in Turkish EMI context and meeting the standards of learning and teaching from a tech-enhanced perspective.
  • Angela Hakim, Postgraduate Researcher, King's College London. My main research interests are in models and instructional approaches toward the development of discipline-specific academic literacy (AL) in higher education. My thesis research explores the implementation of integrated AL instruction institution-wide at one university in the EMI context.
  • Dr. Nizamuddin Sadiq, English Lecturer in Applied Linguistics in Universitas Islam Indonesia. My main research interests are in multilingual practices with English and language ideologies role in EMI settings.
  • Dr. Nurmala Elmin Simbolon, Associate Professor at Politeknik Negeri Pontianak (The Ministry of Education and Culture). My research interests are English medium instruction (EMI), content and language integrated learning (CLIL), and English for Specific Purposes (ESP).
  • Tho Doan Vo, PhD candidate, School of Education, Victoria University of Wellington, New Zealand. I have been interested in teaching and researching in the fields of TESOL, ESOL, CALL, MALL, CLIL, EMI and digital technologies in education.
  • Dr. Maryam Reyhani, Lecturer at ITMO University, Russia. I am interested in teacher training for English Medium Instruction (EMI), and digital technologies in education.
  • Dr. MARIA DEL MAR SANCHEZ-PEREZ, Assistant Professor & Researcher, University of Almeria, Spain. My research interests include EMI, ICLHE, ESP/EAP, academic and disciplinary literacies, and Internationalisation in HE.​
  • Dr. Hoang Dang Tri, Hoa Sen University. I am interested in EMI policy, language education policy, and language and society.
  • Dr. Ai Chun Yen, Associate Professor. My research concerns theories of constructivist learning environments and technological applications and my interests are: (1) Competent English-knowing EMI Education; (2) Strategic Teaching and Learning in EMI Education; and (3) UbD into EMI Education.
  • Dr. Nadee Mahawattha, Senior Lecturer at the Department of Marketing Management, Faculty of Management Studies, Sabaragamuwa University of Sri Lanka. My research interest is in Academic Literacy (AL) in English Medium Degree Programmes (EMDPs) in Sri Lankan Higher Education (SLHE) and my doctoral thesis was also written on the same theme. The concept of AL is new to SLHE, therefore, I try to raise awareness of the concept in the system. I have published on this topic and undertaken two projects to develop AL in SLHE.
  • Graham Mackenzie, Project Associate Professor, Sophia University, Tokyo. I am particularly interested in EMI professional development, and help to run a professional development program at Sophia University.
  • Dr Murod Ismailov, Assistant Professor at the University of Tsukuba and Lecturer at the Tokyo University of Foreign Studies, Tokyo, Japan. I have been teaching content subjects (i.e. political science and international relations) through English in three universities in Japan for the last ten years. I am interested in the learner-centered EMI pedagogy. Also, I am a principal investigator of the Japanese government's research grant (Kakenhi, 2021-2024) focusing on the pedagogical competencies of EMI faculty in the Asia-Pacific HE context. I welcome proposals for research collaboration from fellow colleagues from around the world.
  • Tolera Simie, PhD candidate at UCL Institute of Education. My doctoral study explores the impact of English medium instruction (EMI) on quality of university education in a distinct under researched, multilingual, uncolonized African country: Ethiopia. I am also interested in ESOL, TESOL, teacher education and language policy.
  • Dr Romola Rassool. My interest is in the development of Academic Literacy in EMI, particularly in Higher Education. I am working with colleagues from Sri Lanka and overseas to create awareness of the need for Academic Literacy in Sri Lankan Higher Education.
  • Dr Sukru Nural, Assistant Professor of TESOL and Applied Linguistics - MEF University. I'm interested in the lexical landscape of EMI and the supportive role of flipped learning on EMI in higher education context.
  • Omar Alqarni, Doctoral researcher, Southampton university. I’m interested in the implementation of English in EMI. I’m particularly interested in the interrelationship between language ideologies, language planning and language practices and its implications on students’ experiences in EMI contexts.
  • Dr William Naugle, Assistant Professor/Acting Head of the Department of Languages, Al Hussein Technical University, Amman, Jordan. My research interests include pragmatics, language acquisition and physical challenges/cognitive developmental delay, multilingualism, trans-languaging, and language policy. Use the space below for additional comments Currently, I'm running research projects in cross-cultural communication and language acquisition among grad students in communication disorders and undergrads with speech/hearing impairment and undergrads with global cognitive delay.
  • Jonathan Rickard, PhD student at Lancaster University. I am interested in motivation in EMI contexts, especially the interaction of multiple goals of content learning and language learning.
  • Trang Hong Hoang, Doctoral researcher & University of Technology Sydney. My research interests involve lecturers' teaching practices in EMI, the relationship between EAP, ESP and students' content learning in EMI, and the collaboration between language and content lecturers in EMI courses.
  • Jingwen Zhou, PhD student at University of Glasgow. My research interests involve factors that influence the success of EMI in Chinese higher education context as well as students' and teachers' perceptions of EMI.
  • Dr Eric A. Ambele, Lecturer and researcher/ Faculty of Humanities and Social Sciences, Mahasarakham University, Thailand. I obtained a Ph.D. in Applied Linguistics and my research interests focus on Global Englishes Issues, Student-Teacher interactions in EMI classrooms, Teacher Education, beliefs, attitudes & identity, Discourse Analysis and Innovative Research Methodology.
  • Dr BethAnne Paulsrud, Associate Professor of English Applied Linguistics, Dalarna University, Sweden. My research explores EMI in Sweden, focusing on the intersections of policy, perspectives, and practices. I am especially interested in linguistic hierarchies and language ideologies in relation to EMI, as well as translanguaging in EMI contexts.
  • Marcelo Kremer, PhD candidate at Ghent University. I am interested in strategies adopted by lecturers and students to better cope with EMI contexts.
  • Dr Munassir Alhamami, Associate Professor, Faculty of Languages and Translation, King Khalid University, Abha, Saudi Arabia. I am interested in English as the Medium of Instruction (EMI) in undergraduate programs.
  • Alfred Weng Tat Lo, MSc candidate, Department of Education, University of Oxford. I am interested in how effective EMI is in being implemented in K12 education and university settings, and how self-regulated learning interplays with EMI.
  • Dr. Linda Weinberg, Head of English Language Studies and Director of International Office, ORT Braude College of Engineering, Israel. EMI in higher education, formulating and implementing EMI policy, developing and investigating the efficacy of support infrastructure for lecturers and students in EMI; lecturer/student motivation in EMI courses.
  • Professor Kay Gallagher, College of Education, Zayed University, UAE. I am researching the challenges and successes encountered in the implementation of EMI from the perspective of English program leaders in HEd institutions internationally. Please contact me if you are interested in participating in the survey.
  • Dr Nilanko Mallik, Instructor and Lead Faculty Mentor, University of the People, USA; Associate Prof., Selinus University of Sciences and Literature, Italy. My research in EMI correlates with Neurolinguistics. I am interested in how Non-Native Learners grasp English pronunciation when presented with instruction in English. I am also interested with how teachers and students build their own "Englishes" while communicating (where the native tongue plays an influencing factor). Another area which interests me is multilingualism and age groups affecting English learning at English Medium Institutions.
  • Dr Matthew Sung, City University of Hong Kong. My research interests are identities, language ideologies and language policies in EMI contexts.
  • Büşra Müge Özdil, Senior Instructor at Middle East Technical University Northern Cyprus Campus. I focus on the intersection between EMI and investment in neoliberal times. Drawing on Bourdieu's capital theory and neoliberal ideology, I aim to problematize how EMI interacts with neoliberalism and affects the investment of the stakeholders in higher education sites.
  • Dr Chaoqun Lu, Postdoctoral Fellow & The Education University of Hong Kong. My research interests lie at the intersection of language education (particularly translanguaging pedagogies in EMI and CLIL) and science/STEM education (particularly inquiry-based science teaching). With a background in applied linguistics and science education, I hope to continue my research career in content (particularly science or STEM education) and language integrated learning and teaching.
  • Dr Alberto Fernández Costales, Associate Professor, Faculty of Education, University of Oviedo. My research interests focus on bilingual education, multilingualism, CLIL, and EMI. I am particularly interested in motivation and the affective dimension of EMI. I have also worked on teacher training and the methodology employed in EMI courses.
  • ​Dr Prithvi Shrestha, Senior Lecturer in English Language, The Open University, UK. My research focuses on practices of English medium instruction in higher education in low and middle income countries, specifically issues around assessment, social justice, policy implementation and classroom practices.
  • Phil Wade, English coordinator, University of La Reunion. I help coach and support local French professors in different departments to create and deliver lectures and lessons in English to international students.
  • Menglin Wang, PhD candidate at Tsinghua University, China. My research interests involve English language support for EMI students, e.g., general English, EAP or ESP, and the collaboration between language teachers and content teachers.
  • Dr Alberto Fernández Costales, Associate Professor, Faculty of Education, University of Oviedo. My research interests focus on bilingual education, multilingualism, CLIL, and EMI. I am particularly interested in motivation and the affective dimension of EMI. I have also worked on teacher training and the methodology employed in EMI courses.
  • Pamela Pasqua Larenza, Visiting Professor Universidad Rey Juan Carlos, Madrid. I am currently working on my PhD in EMI titled "Professional development in EMI in Higher Education, a comparative study between Spain and Italy". My research interests lie in the fields of EMI, Higher Education and teacher training
  • Dr Marie Yeo, Senior Language Specialist, SEAMEO Regional Language Centre (RELC), Singapore. I am interested in EMI teacher education, training of EMI trainers, assessment in EMI and the use of technology to support teaching and learning in EMI particularly in the ASEAN context.
  • Dr Naashia Mohamed, Senior Lecturer, Faculty of Education and Social Work, University of Auckland, New Zealand. My research explores intersections of language learning, identities, and power. I am particularly interested in challenging ideologies in educational language policy and practice that produce and perpetuate inequities for racially and linguistically marginalised learners. I primarily work in English-medium contexts in the Maldives and in New Zealand.
  • Dr Dale Brown, Associate professor, Kanazawa University. I am the head of a large EAP programme in a university that has significantly expanded its provision of EMI courses in recent years. I am therefore interested in gaining a richer understanding of EMI in order to further the development of our EAP programme.
  • Dr Marcelo Kremer, Postdoctoral researcher at the University of Aveiro (Portugal). My expertise and research interest focus on EMI adoption in higher education and the development of intercultural competence within such contexts.
  • Dr Mario Molina, Lecturer - Department of Languages and Culture, Universidad de los Andes (Bogota). My research interests include EMI, ICHLE, and plurilingual and intercultural education within international university settings. I have a special interest in conducting research across nations (e.g., Latin America and other world regions).
  • Dr Asma Melouah, Senior Lecturer, HDR, department of foreign languages, University of Medea, Algeria. I am dedicated to the EMI landscape, my academic pursuit delves into the intricacies of language learning and teaching within technical education. I aim to research the prospects and challenges of EMI implementation in Algerian higher education.
  • Professor Hisayo Kikuchi, Aoyama Gakuin University, Japan. My research interests include EMI and the application of media in teaching and learning in higher education. I am enthusiastic about finding pedagogical strategies that leverage technology to enhance learning experiences and outcomes.
  • Maria Puspa Sari, Head of Language Institute at Politeknik Akamigas Palembang. I have conducted research in curriculum, evaluation and material development. I am now focusing on English medium instruction (EMI) and education internationalization.
  • Jeany Argueta, Junior Researcher at Universidad Gerardo Barrios UGB. I have been trying to understand how students develop their English language skills in higher education majors in San Miguel, El Salvador and I am currently working on my master´s dissertation on social research methodologies with emphasis on IPA method.
  • Dr Muhammad Aminuddin, a PhD from Western Sydney University, a senior lecturer at an English Education Department of Postgraduate Schools of UIN Sunan Gunung Djati Bandung, Indonesia. I am currently working on an EMI-related study to madrasa in an Indonesian context.
  • Richard Palmer, EFL Educator, Researcher. I'm currently pursuing studies into EMI and teacher preparedness in multilingual contexts.
  • Orçin Karadağ, Researcher (PhD Candidate). My research interests include EMI, quality EMI (QEMI), and EMI policies. I have designed and conducted an EMI policy familiarisation and policy generation seminar-workshop programme called QEMI-SWP in a civil engineering department in Türkiye.
  • Alexander De Soete, PhD researcher (Ghent University & University of the Western Cape). My research interests include EMI and its sociolinguistic entanglement with local and home languages. More specifically, I investigate the role of the EMI content lecturer as an institutional representative and co-producer of enacted language policy.
  • Dr Amy Wanyu Ou, Assistant Professor of English Linguistics (University of Gothenburg). My research interests include communicative repertoire; AI in academic communication; multilingualism; language policy and planning in EMI.
  • Dr Banban Li, associate professor, the School of Foreign Studies, University of Science and Technology Beijing, China. I am interested in investigating students' motivation, emotion in EMI.
  • Md. Monaem Hossain, Department of HSS, IIT Kharagpur, India. My research interests focus on cognition and language teaching, second language development, L2 errors & error analysis, English registers & South Asian English pedagogy, global Englishes and English as a lingua franca (with a particular focus on their pedagogical implications), pragmatic view of metaphor comprehension, and bi/ multilingualism.
  • Dr John Bankier, Associate Professor, Faculty of Foreign Languages, Kanagawa University, Japan. I support the EAP/curriculum side of an EMI programme. I am currently preparing a funding proposal on learner expectations about EMI programmes in Japan, aiming to better understand why students join such programmes.
  • Dr Sheikh Nahiyan, Lecturer, Department of English and Humanities, University of Liberal Arts Bangladesh. My research focuses on the role of tertiary-level EAP and academic and disciplinary literacy practice in the Bangladeshi EMI context with the aim to make EMI implementation successful in non-native contexts.
  • Dr Amel AFIA. Associate professor. University of Soukahras. Algeria. I am interested in investigating Algerian higher‑education teacher‑training programmes that equip English‑medium Instruction lecturers with scaffolding and interactive strategies to foster students’ academic‑language growth and deepen disciplinary content mastery across STEM and social‑science courses.

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